NRS 429 Topic 1 Discussions GCU

NRS 429 Topic 1 Discussions GCU

NRS 429 Topic 1 DQ 1

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?

Topic 1 DQ 1

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?

What are some prime patient education moments we should all take advantage of when trying to provide our patients with the most up to date and appropriate education?

Nurses should not assume that when patients are literate meaning they can read and write, they will easily understand health education from the nurses. Being literate does not mean you are health-literate to understand all the medical terminologies or health information the nurse may try to give to you. Also, patients who may lack formal schooling can be taught complex health education (Whitney,2018).

One prime moment nurses should take advantage of when trying to provide our patients with the most up to date and appropriate education is when they show that they have the desire to do the right thing for themselves and their loved ones. Nurses can also take advantage to provide up to date and appropriate education when patients exhibit behaviors or express sentiments with the belief that they can meet their own health-related goals and which in turn plays a vital role in meeting desired educational outcomes (Whitney, 2018).

Reference:

Whitney, S. (2018). Teaching and learning styles. In Health promotion: Health & wellness across the continuum. (Chapter 1). Grand Canyon University. https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/1.

The priority focus is ensuring the patient is knowledgeable about the information and its role in their health. This knowledge encourages continuous self-management in their care that carries into other healthcare-related visits and appointments. Heath (2017) mentions, “Clinicians must follow a series to steps before issuing patient education materials, ensuring that the strategies employed are useful for the individual patient.”

Patients must be ready to learn and make beneficial changes before undergoing strategies. Clients should have their current knowledge level assessed before addressing new information when learning. This provides a stepping stone into the first steps of health education. It is essential to take advantage of any health literacy one knows. Understanding health literacy aids a patient in improving their health with the use of accessible resources. Research online shows that if health literacy is low, so is the patient’s desire to utilize health resources compared to others. (Heath, 2017).

If health literacy is minimal to none, introduce definitions of key terms and concepts concerning their health. This can stimulate the process. Another prime moment is encouraging the patient to explain the information to nurses to verbalize understanding. A topic or concept is explained or demonstrated; then, the patient has to demonstrate or explain this information in their own words. Some materials utilized are one-on-one teaching, demonstrations, analogies, graphics, printed materials, podcasts, videos, PowerPoints, or group discussions. Implement these based on patient preference.

Teaching patients about health-related technology is essential to access information at home. “Using an online interface, patient portals allow patients to access their lab results, medical histories, and a plethora of other health information. Clinicians who use OpenNotes, a practice philosophy where clinicians digitally share their appointment notes with patients, can offer their patients in-depth and specific health advice each office visit.” (Heath, 2017).

Online strategies let clients access their records anytime and anywhere. With constant access to their records, patients can find ways to improve their health without seeing a doctor. Healthcare providers should take advantage of patients’ health literacy, readiness to learn, understanding of teaching, available resources, and awareness of teaching strategies for beneficial education.

Reference

Heath, S. (2017 April 27). 4 Patient Education Strategies That Drive Patient Activation. Patient Engagement Hit. https://patientengagementhit.com/news/4-patient-education-strategies-that-drive-patient-activation

During health education, the nurse will do patient need assessment. Sometimes patient will tell their fears about their health risk behaviors. The needs assessment allows programs to identify opportunities for health promotion and disease prevention efforts, potential barriers and appropriate strategies to address them (Rural Information Hub, 2018). The nurse then plans health education that targets the identified need. Using clear and simple words, the nurse then will educate the patient on the consequences and health issues that are associated with identified risk behavior, providing patient with the recommended preventative actions from evidence-based practice. The nurse will use the different health promotion theories and models based on the patients learning styles.

Reference:

Rural Health Information Hub, (2018). Rural Health Promotion and Disease Prevention Toolkit: The Health Belief Model.https://www.ruralhealthinfo.org/toolkits/health-promotion/2/theories-and-models/health-belief

NRS 429 Topic 1 DQ 2

Describe a health promotion model used to initiate behavioral changes. How does this model help in teaching behavioral changes? What are some of the barriers that affect a patient’s ability to learn? How does a patient’s readiness to learn, or readiness to change, affect learning outcomes?

Topic 1 DQ 2

Describe a health promotion model used to initiate behavioral changes. How does this model help in teaching behavioral changes? What are some of the barriers that affect a patient’s ability to learn? How does a patient’s readiness to learn, or readiness to change, affect learning outcomes?

Patient Engagement through using every available resource is a Health Promotion Model that assists nurses with implementing behavioral changes in patients. This model has been found to be effective due to the actual patient and caregiver experience of participating in all of the actual steps of the procedure or process that they are asked to complete. Engagement and “hands on” experience assists the patient and caregiver in developing confidence in performing the new skill or task.

Behavioral changes can occur when a patient and caregiver first see everything they need to do. The second part of this process involves using their hands to touch the new equipment and to perform the new skill, with a nurse acting as a coach to provide anticipatory guidance. The nurse essentially models the behavior or skill and asks the patient or caregiver to repeat the skill. This is known as a “return demonstration.” The return demonstration allows a nurse to assess for any knowledge gaps and areas that the patient may need further instruction or reinforcement of education. (Smith and Zsohar, 2013.)

There can be multiple barriers to a patient’s ability to learn. In the Emergency Room setting where I work, sometimes a barrier can be that no new learning can take place due to a patient’s high stress level about their condition. There are times where I have to give a patient some time to process what has happened to them. As an astute nurse, I have to always look for windows of opportunity when the patient is ready and also capable of learning something new.

Other barriers that patients may face include the following: Educational level, life experience level, emotional maturity level, distraction level, preoccupation with stressors not related to or exacerbating the health condition, and Caregiving for others. These barriers can often be assessed on admission to the department, and they often become apparent when a nurse tries to teach her patient about their condition. This is an important reason to begin discharge planning on admission. (Winters and Echeverri, 2012.)

A patient’s readiness to learn is related to their overall level of motivation and concern. In my experience, most patients have a strong desire to learn about their conditions and improve their outcomes. They welcome the information and resources that I provide as a Complex Care Manager. However, not all patients are in a place where they are ready to learn. Some of them have been told about the need to make changes, and they are not quite ready to make those changes for reasons they do not always share with me. Some of the reasons could be that they are in denial about their condition, or they do not want to be “bothered” with the tasks they need to complete. They may be role-overloaded or have a temperament which is fearful and avoidant. People cope in a variety of ways, and some coping skills and styles are maladaptive. (Thompson, et al. 2010.)

The skilled nurse’s duty is to inform, but she cannot always convince patients to do the right thing. In every case, we are tasked with providing patients with a complete understanding of what they need to do, along with a demonstration of any new skills or tasks to complete, where possible. Patient education packets and “kits” are very helpful in assisting nurses in performing demonstrations and patients in performing return demonstrations. The nurse is responsible for ensuring a thorough understanding of medical care needed, and for setting patients up for success. Patients then have the freedom of choice about whether they will adhere to the plan or become noncompliant with care. A follow-up call can be an effective way to assess if teaching strategies are working in the context of the patient’s daily environment.

References:

1. Smith, Jackie A. PhD; Zsohar, Helen PhD, RN. Patient-education tips for new nurses. Nursing: October 2013 – Volume 43 – Issue 10 – p 1-3 doi: 10.1097/01.NURSE.0000434224.51627.8a
2. “Teaching Strategies to Support Evidence-Based Practice,” by Winters and Echeverri, from Critical Care Nurse (2012).
3. Thompson RJ, Mata J, Jaeggi SM, Buschkuehl M, Jonides J, Gotlib IH. Maladaptive coping, adaptive coping, and depressive symptoms: variations across age and depressive state. Behav Res Ther. 2010 Jun;48(6):459-66. doi: 10.1016/j.brat.2010.01.007. Epub 2010 Feb 10. PMID: 20211463; PMCID: PMC2872051.

Nurses should not assume that when patients are literate meaning they can read and write, they will easily understand health education from the nurses. Being literate does not mean you are health-literate to understand all the medical terminologies or health information the nurse may try to give to you. Also, patients who may lack formal schooling can be taught complex health education (Whitney,2018).

One prime moment nurses should take advantage of when trying to provide our patients with the most up to date and appropriate education is when they show that they have the desire to do the right thing for themselves and their loved ones. Nurses can also take advantage to provide up to date and appropriate education when patients exhibit behaviors or express sentiments with the belief that they can meet their own health-related goals and which in turn plays a vital role in meeting desired educational outcomes (Whitney, 2018). 

Reference: 

Whitney, S. (2018). Teaching and learning styles. In Health promotion: Health & wellness across the continuum. (Chapter 1). Grand Canyon University. https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/1. 

The priority focus is ensuring the patient is knowledgeable about the information and its role in their health. This knowledge encourages continuous self-management in their care that carries into other healthcare-related visits and appointments. Heath (2017) mentions, “Clinicians must follow a series to steps before issuing patient education materials, ensuring that the strategies employed are useful for the individual patient.” Patients must be ready to learn and make beneficial changes before undergoing strategies. Clients should have their current knowledge level assessed before addressing new information when learning. This provides a stepping stone into the first steps of health education. It is essential to take advantage of any health literacy one knows.

Understanding health literacy aids a patient in improving their health with the use of accessible resources. Research online shows that if health literacy is low, so is the patient’s desire to utilize health resources compared to others. (Heath, 2017). If health literacy is minimal to none, introduce definitions of key terms and concepts concerning their health. This can stimulate the process. Another prime moment is encouraging the patient to explain the information to nurses to verbalize understanding.

A topic or concept is explained or demonstrated; then, the patient has to demonstrate or explain this information in their own words. Some materials utilized are one-on-one teaching, demonstrations, analogies, graphics, printed materials, podcasts, videos, PowerPoints, or group discussions. Implement these based on patient preference. Teaching patients about health-related technology is essential to access information at home. “Using an online interface, patient portals allow patients to access their lab results, medical histories, and a plethora of other health information.

Clinicians who use OpenNotes, a practice philosophy where clinicians digitally share their appointment notes with patients, can offer their patients in-depth and specific health advice each office visit.” (Heath, 2017). Online strategies let clients access their records anytime and anywhere. With constant access to their records, patients can find ways to improve their health without seeing a doctor. Healthcare providers should take advantage of patients’ health literacy, readiness to learn, understanding of teaching, available resources, and awareness of teaching strategies for beneficial education.  

Reference 

Heath, S. (2017 April 27). 4 Patient Education Strategies That Drive Patient Activation. Patient Engagement Hit. https://patientengagementhit.com/news/4-patient-education-strategies-that-drive-patient-activation  

During health education, the nurse will do patient need assessment. Sometimes patient will tell their fears about their health risk behaviors. The needs assessment allows programs to identify opportunities for health promotion and disease prevention efforts, potential barriers and appropriate strategies to address them (Rural Information Hub, 2018). The nurse then plans health education that targets the identified need. Using clear and simple words, the nurse then will educate the patient on the consequences and health issues that are associated with identified risk behavior, providing patient with the recommended preventative actions from evidence-based practice. The nurse will use the different health promotion theories and models based on the patients learning styles. 

Reference: 

Rural Health Information Hub, (2018). Rural Health Promotion and Disease Prevention Toolkit: The Health Belief Model.https://www.ruralhealthinfo.org/toolkits/health-promotion/2/theories-and-models/health-belief 

I think the best time to educate anyone is in the moment for example maybe you have a conversion with the patient and they state information that old or incorrect allow them to complete their thought, then offer your new information to them its easier for the mind to connect the two. another time its best is after a fall or medical emergency because the details of the incident are still fresh so its easier to pull details from that and educate the patient ( obviously after medical stabilization).