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?
NRS 429 Topic 1 DQ 1
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?
Patient education is a major part of a nurse’s job. Nurses are responsible for teaching patients about managing their medical conditions, disease prevention, and health promotion. By providing health education, nurses empower patients to take control of their healthcare and improve their health status (Yousefi et al., 2019).
Nurses should provide patient education from when a patient is admitted and should continue until they are discharged. Without proper health education, patients may resume their unhealthy lifestyle practices after discharge or disregard the management of their condition (Yousefi et al., 2019).
Thus, the nurse should teach patients about self-care, including essential self-care steps, the importance of self-care interventions, recognizing warning signs, and actions to take if a problem occurs.
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When developing health promotion individualized care plans and educational programs, the nurse educator should consider the health problems of the patient/population and their possible causes.
This can be identified by conducting a needs assessment, and the information obtained serves as a baseline for monitoring and evaluation of the health education after implementation (Wallace & VanderMolen, 2019).
In addition, the nurse educator should consider the general literacy levels and health literacy levels of the patient or target population. This is crucial to ensure that the patients have understood what they have been taught and that they will apply it in their lives to improve their health.
For example, the nurse educator can use the Teach –back method to assess their level of understanding (Wallace & VanderMolen, 2019).
Furthermore, the nurse educator should take into account the teaching methods, resource materials, and evaluation methods to use when developing individualized care plans and educational programs.
Behavioral objectives are usually action-oriented learner-centered rather than content-oriented and teacher-centered. Besides, they emphasize the short-term outcome of learning and not the process.
They should be applied in a care plan and health promotion when the nurse educator expects a particular desired change in the patient, such as a specific lifestyle change like reducing alcohol consumption (Bailey, 2018). The nurse educator uses behavioral objectives to focus on what the client is expected to achieve during the health education.
References
Bailey, R. R. (2018). Goal Setting and Action Planning for Health Behavior Change. American journal of lifestyle medicine, 13(6), 615–618. https://doi.org/10.1177/1559827617729634
Wallace, H., & VanderMolen, J. (2019). Teaching health education through the development of student centered video assignment. Frontiers in public health, 312. https://doi.org/10.3389/fpubh.2019.00312
Yousefi, H., Ziaee, E. S., & Golshiri, P. (2019). Nurses’ consultative role to health promotion in patients with chronic diseases. Journal of education and health promotion, 8, 178. https://doi.org/10.4103/jehp.jehp14619
NRS 429 Topic 1 DQ 1
Health education is a core nursing practice and one of the primary roles of a nurse. One of the most crucial roles of nurses in health promotion and disease prevention is that of a health educator. Melariri et al. (2022) explain that nurses significantly contribute to various valuable health outcomes like educating patients on medication compliance, how their prescribed medication works, quality of life, and overall patient empowerment.
As health educators, nurses assess the health needs of patients, which guides them in tailoring health education. A patient’s health needs enable the nurse to individualize the health education to enable the individual to promote health, assume self-care activities, and cope with their current health problems.
When developing tailored individual care plans in health promotion, the nurse educator should consider available education technologies, individuals’ interests, and individual strengths and limitations. Technology can ease patient education and increase accessibility to patient education materials.
However, the nurse should assess the individuals’ technology literacy to ensure they have the basic IT skills to enable them to navigate the internet. The nurse should also consider an individual’s interest when developing the health promotion plan by understanding their concerns (Bhattad & Pacifico, 2022).
Furthermore, it is essential to consider the patient’s strengths and limitations and design the plan to address physical, mental, and emotional impairments.
Behavioral objectives are action-oriented, learner-centered, and focused on the short-term outcome. They outline what the learner should be able to do at the end of the learning session (Mukhalalati & Taylor, 2019).
Behavioral objectives should be employed in a care plan or health promotion when a desired change is anticipated in an individual, like a behavior change. Behavioral objectives should be used to focus on what the individual will gain after the health promotion session.
References
Bhattad, P. B., & Pacifico, L. (2022). Empowering Patients: Promoting Patient Education and Health Literacy. Cureus, 14(7), e27336. https://doi.org/10.7759/cureus.27336
Melariri, H., Osoba, T. A., Williams, M. M., & Melariri, P. (2022). An assessment of nurses’ participation in Health Promotion: a knowledge, perception, and practice perspective. Journal of preventive medicine and hygiene, 63(1), E27–E34. https://doi.org/10.15167/2421-4248/jpmh2022.63.1.2209
Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: a quick guide for healthcare professional educators. Journal of medical education and curricular development, 6, 2382120519840332. https://doi.org/10.1177/2382120519840332
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Include in-text citations in your response
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Citing Sources
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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
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