DQ: Describe the nurse’s role and responsibility as health educator

DQ: Describe the nurse’s role and responsibility as health educator

DQ: Describe the nurse’s role and responsibility as health educator

The nurse is responsible for ensuring that patients and their caregivers have the knowledge necessary to care for themselves after acute care. Numerous factors can affect an individual’s capacity to learn and retain vital healthcare information. Nurses must consider the education level, cultural barriers, and life experiences of their patients (Whitney, 2018). 39 percent of the population in Los Angeles reported Spanish as their primary language spoken at home, according to a 2019 census poll (American Community Survey, 2019).

When educating a patient or their family, nurses can overcome this barrier by employing translators and having the patient or caregiver teach back what they have learned. Additionally, nurses must ensure that all written educational materials are printed in Spanish. By overcoming a language barrier, nurses can have confidence that a Spanish-speaking patient will comprehend the objectives for acquiring new healthcare behaviors. The nurse can use behavioral objectives in any setting to help patients modify their behavior to improve their health and wellness (Whitney, 2018). After assessing and identifying barriers to learning, nurses should develop a teaching/care plan with pertinent behavioral objectives. These objectives should be quantifiable to determine their efficacy and include the patient’s participation in behavior modification (Whitney, 2018).

DQ: Describe the nurse’s role and responsibility as health educator

S. Whitney (2018). styles of teaching and learning, Health promotion: Health and Wellness Across the Continuum. Edited by Grand Canyon University. https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/1 Survey of American Communities (2019).

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Languages Spoken at Home. Explore census data. Retrieved on March 8, 2022, from https://data.census.gov/cedsci/all?q=spanish%20speakers%20in%20percentage. 20los percent 20angeles

All nurses have a significant responsibility for patient education. Should educate the patient from the time of admission until discharge. There are always opportunities for nurses to instruct and enforce instruction with patients. According to Whitney, the first step in being a health educator and educator is assessing the patient (2018). Each patient has a unique learning style, level of education, set of values, and set of beliefs, necessitating patient evaluation. In addition, nurses are responsible for identifying any obstacles to learning. These obstacles include culture, health disparities, the environment, language, literature, and physiology (Whitney, 2018). Patients must be educated so that they can make informed decisions, manage their health, prevent disease, and promote health. The nurses collaborate with an interdisciplinary team to develop a patient-specific teaching plan.

DQ: Describe the nurse’s role and responsibility as health educator

A nurse educator may collaborate with an interprofessional team to develop an individualized plan of care. To improve the efficacy of their teaching, nurses must determine what is important to their patients and what motivates them (Smith & Zsohar, 2013). This will vary from patient to patient, as each patient has a unique learning motivation and aptitude. The teach-back technique should be utilized by nurses to demonstrate effective teaching. When developing educational programs in health promotion, nurses must target a specific population that shares the same values and objectives. It is essential to determine the level of literacy and any other obstacles to learning. It is essential to provide video, written, and audio resources for teaching and assessing the patient’s knowledge of teaching.

When a patient is willing to learn and change, behavioral objectives should be incorporated into the care plan. Before nurses can use the behavioral objective, they must ascertain the patient’s readiness to change and develop an objective that corresponds to the patient’s stage (Whitney, 2018). There are six phases of transition. Nurses play a vital role in patient education and are instrumental in enhancing patient health and well-being.

DQ: Describe the nurse’s role and responsibility as health educator


S. Whitney (2018). Styles of Teaching and Learning In Health Promotion: A Continuum of Health & Wellness. www.gcu.com. Retrieved from http://www.gcu.com/

Smith, J. A., and H. Zsohar (2013). Nursing2022. LWW. Patient education advice for new nurses. Retrieved from https://journals.lww.com/nursing/Fulltext/2013/10000/Patient education tips for new nurses.24.aspx

Describe the nurse’s role and responsibility as health educator. What strategies, besides the use of learning styles, can a nurse educator consider when developing tailored individual care plans, or for educational programs in health promotion? When should behavioral objectives be utilized in a care plan or health promotion? 

Re: Topic 1 DQ 1 

The nurse’s role and responsibility as a health educator is imperative and can be found across all settings of health care. As described by (Richard, 2017) providing ‘patient education is the ethical responsibility of a nurse’. In current health care, physicians don’t always explain in simple terms and nurses’ step in to break down the information that can be understood by a patient. It can be as simple as discharge instructions, resources, or concern about follow up care (McQuerrey, 2019). A nurse first needs to evaluate the patients’ educational needs and methods of learning before introducing any health education. A nurse educator needs to take into consideration aspects of the patient’s limitations such as: level of education, language barriers, cognitive disabilities, cultural beliefs, economic resources even their own motivation to learning. In addition, also considering the family dynamic and their point of view on health care. 

Lastly, every educational care plan should include behavioral objectives with a goal that can be measured when a patient is wanting a change (Edelman et al., 2014). Behavioral objectives should be simple with clear understanding and attainable goals for the patient. The desired outcome may not always be fulfilled by the patient but should be put in place and followed as much as possible. 


Richard, E., Evans, T., & Williams, B. (2017). Nursing students’ perceptions of preparation to engage in patient education. Nurse Education in Practice, 28, 1-6. 

McQuerrey, L. ( 2019). Role of Patient Teaching for the Professional Nurse https://work.chron.com/role-patient-teaching-professional-nurse-13167.html 

Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health promotion throughout the life span (8th ed.). St. Louis, MO: Elsevier Mosb 

Re: Topic 1 DQ 1 

As nurses we are expected to incorporate patient teaching into all aspects of our profession. Nurse patient education is important for building patients’ knowledge, understanding, and preparedness for self-management. (PIRSCHEL, 2020). The most effective patient-education strategy is to assess the patient and adjust teaching according to their individual learning style. Other factors to consider is the patients education level, how well can they comprehend the information provided, what’s their learning style? Are there any barriers for example language is English their first language? Does the patient see, or do they need glasses? Can they hear or do they need hearing aids? Are there any health disparities? Maintaining and providing a quiet and conducive environment, allows effective communication to happen. This are just a few factors to be considered. 

Based on the assessment of patient learning needs and styles, care plan and communication should be tailored considering their individual needs. There are so many resources provided in the hospitals that can help in the communication process. Collaborating with the rest of the health care team in the patients plan of care for the benefit of health promotion,is very important. (Sherman, 2016).It is also advisable to know that the patient understood everything you communicated,for example if it was wound care dressing change,have them do a return demonstration of what they understood. Nursing involves alot of teaching and education therefore it is important as nurses that we learn of the many ways we can care for our patients and educate them appropriately. 


PIRSCHEL, C. (2020). New Patient Education Formats Help Nurses Connect Patients to Individualized Resources. ONS Voice, 35(1), 14–18. 


Sherman, J. R. (2016). An Initiative to Improve Patient Education by Clinical Nurses. MEDSURG Nursing, 25(5), 297–333. 

Re: Topic 1 DQ 1 

The nurse as a health educator must ensure that the information provided is relevant and patient-focused. Patients who lack health education are more prone to health problems and hospital readmissions (Richard, Evans, & Williams,2017). 

Health education goes from assessment to planning, implementation, and evaluation. The segue will captivate the patients’ attention. Along with health education, cultural views, willingness to learn, patient healthcare requirements, language obstacles, motivating factors, and more should be assessed. This evaluation will help the nurse design and execute a personalized patient education that will result in optimum patient outcomes. For example, nurses’ health educates patients about their take-home medicines as well as specific behaviours that should be changed, halted, or encouraged to avoid re-hospitalization. 

In developing patient-specific education programs, the nurse educator may wish to include the patient’s cultural and religious views, since these are significant areas in healthcare, and providing information within these limits makes the patient more comfortable and more likely to follow instructions. Besides learning styles, the nurse’s evaluation may change other methods. The optimal approach should consider health literacy and illiteracy. A demonstration is one of the greatest ways to teach a patient how to perform a task. The nurse “acts out” what the client needs to know and how to execute the task while the patient watches and returns the demonstration afterwards. 

“Behavioral objectives are the action that describes the behavioural change the patient will learn to promote health ” (Whitney, 2018). “Nurses in all contexts educate and advise patients by urging them to avoid risky behaviours that may lead to sickness or worsening chronic diseases.” (Edelman et al., 2014) This promotes evidence-based practice, which is the core of modern nursing. 


Richard, E., Evans, T., & Williams, B. (2017). Nursing students’ perceptions of preparation to engage in patient education. Nurse Education in Practice, 28, 1-6. 

 Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health promotion throughout the life span (8th ed.). St. Louis, MO: Elsevier Mosby. 

 Whitney S., (2018). Teaching and learning styles. Health promotion: Health and wellness across the continuum. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/1 

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