Feb 23, 2024 NRS 429 Discussion Nurse Role & Responsibility
NRS 429 Discussion Nurse Role & Responsibility NRS 429 Discussion Nurse Role & Responsibility 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? ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: NRS 429 Discussion Nurse Role & Responsibility NRS 429 Discussion Nurse Role & Responsibility Patient education is a significant responsibility for all nurses. A patient should be educated from the moment of admission to the date of discharge. There are always opportunities for nurses to teach patients and enforce teaching. According to Whitney, the first process of being health educator and teaching is patient assessment (2018). Patient assessment is necessary because each patient has different learning style, education level, values, and belief system. Nurses are also responsible to assess for any barriers in learning. Some of these barriers include culture, health disparities, environment, language, literary, and physiological barriers (Whitney, 2018). Patients need to be educated to make informed decisions, manage their health, prevent illness, and promote health. Nurses collaborate with an interdisciplinary team to develop a teaching plan tailored to a patient. Nurse educator may collaborate with an interdisciplinary team to develop a tailored individual care plan. It is important for nurses to find out what is important to their patient and what motivated them to make the teaching more effective (Smith & Zsohar, 2013). This will be different for every patient because each patient has a different motivator and readiness to learn. Nurses should utilize the teach back method to demonstrate effective teaching. When developing educational programs in health promotion it is important for nurses to focus on a specific target group that share the same values and goals. It is important to determine the literacy level and any other barriers to learning. Providing various resources such as video, written, and audio material is essential for teaching and evaluating the patient’s knowledge in teaching. Behavioral objectives should be utilized in a patient’s care plan when the patient is willing to learn and change. Before a nurse can utilize the behavioral objective, they need to determine the patient’s readiness to change and create on objective for the patient’s stage (Whitney, 2018). There are six stages of change. Nurses play a crucial role in patient education and are key players in improving patient health and wellness. References Smith, J. A., & Zsohar, H. (2013). Patient-education tips for new nurses. Nursing, 43(10), 1-3. doi:10.1097/01.nurse.0000434224.51627.8a Struggling to Meet Your Deadline? Get your assignment on NRS 429 Discussion Nurse Role & Responsibility done on time by medical experts. Don’t wait – ORDER NOW! Meet my deadline Whitney, S. (2018). Teaching and Learning Styles. In Health Promotion: Health & Wellness Across the Continuum. Grand Canyon University. Respond to the above student’s posting using 200 to 250 words APA format supporting with one or two references in discussions. 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. 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.jehp_146_19 One of the main roles of being a registered nurse is being able to provide education that is specific to the patient’s level of current knowledge and understanding. Ensuring patients’ understanding of every procedure and/or intervention is what contributes to the patient’s health awareness and wellbeing as a whole. As a nurse, it is crucial to implement patient education based on their specific needs, all the while being aware of cultural competency. Being aware of a patient’s cultural background will not only promote a better patient outcome but enforcing this in every patient care will significantly enhance a trusting relationship between nurses and their patients. Being a health educator in the nursing industry consists of many roles in each patient care. However, some of the most common roles in everyday practice are implementing healthier changes and self-care behaviors, in which can both reduce risk factors related to the most common diseases (Whitney, 2018). Most often, printed information of the patients’ diagnosis, treatment, education, etc. is not enough to fulfill the patient’s satisfaction and understanding. In addition, patients may often feel overwhelmed by printed information, especially if they do not have any medical background. This can certainly lead to being discouraged and losing the overall motivation to learn more about their health care. With that said, however, there are several techniques that nurses can use to enhance patient care and understanding. Following the nursing process by first assessing the patient can provide nurses the basic understanding of how to better approach patients when it comes to patient education. Asking open-ended questions, assessing any learning barriers and/or concerns are some of the effective ways that can encourage patients to communicate their specific needs (Smith & Zsohar, 2013). Furthermore, one of the most commonly used strategies is the “teach-back, tell back” method, where a nurse performs and teaches the patient how to do certain procedures. Afterward, the patient will do this specific procedure under the guidance of his/her nurse (Smith & Zsohar, 2013). This method secures true understanding and patient safety, all the while building their self-care confidence. Behavioral objectives should be established in every patient care. The identification of these objectives can certainly help nurses implement health promotion and patient understanding. Reference Smith, J. A., Zsohar, H. (2013). Patient-education tips for new nurses. Nursing 2021, 43(10), 1-3. Whitney, S. (2018). Teaching and learning styles. UpToDate. Retrieved December 08, 2021, from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/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? 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. Reference: 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. References 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. References 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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