Nurse as educator.pptx

CHAPTER II
1
EDUCATIONAL AND PREVENTIVE CARE /
H.AKOUM

 Health education has long been considered a
standard care-giving role of the nurse.
 Patient teaching is recognized as an
independent nursing function.
 Nursing practice has expanded to include
education in the broad concepts of health
and illness.
2
EDUCATIONAL AND PREVENTIVE CARE / H.AKOUM

Organizations and Agencies Promulgating
Standards and Mandates:
1. NLNE (NLN)
 first observed health teaching as an important
function within the scope of nursing practice
 responsible for identifying course content for
curriculum on principles of teaching and learning
3

2. ANA
- responsible for establishing standards and
qualifications for practice, including patient
teaching
3. ICN
- endorses health education as an essential
component of nursing care delivery
4

4. State Nurse Practice Acts
- universally includes teaching within the
scope of nursing practice
5. JCAHO
- accreditation mandates require evidence
of patient education to improve outcomes
6. AHA
- Patient’s Bill of Rights ensures that
clients receive complete and current
information
5

7. Pew Health Professions Commission
- puts forth a set of health profession
competencies for the 21st century
- over one-half of recommendations
pertain to importance of patient and staff
education
6

 The organization provides education that
supports patient and family participation in
care decisions and care processes.
 Education and training help meet patients’
ongoing health needs.
 Education methods consider the patient’s
and family’s values and preferences and
allow sufficient interaction among the
patient, family, and staff for learning to
occur.
7

Healthy People 2010 (USDHHS)
Federal initiatives outlined:
To increase the quality & years of healthy life
To eliminate health disparities among different
segments of the population
*Requires the nurse as educator to use theory
and evidenced based strategies to promote
desirable health behavior.
8

Social, economic, and political
forces that affect a nurse’s role
in teaching:
 growth of managed care
 increased attention to health and well-
being of everyone in society
 cost containment measures to control
healthcare expenses
 concern for continuing education as
vehicle to prevent malpractice and
incompetence
9

 expanding scope and depth of nurses’
practice responsibilities
 consumers demanding more knowledge and
skills for self-care
 demographic trends influencing type and
amount of health care needed
 recognition of lifestyle related diseases
which are largely preventable
 health literacy increasingly required
 advocacy for self-help groups
10

Purpose: to increase the competence and
confidence of patients to manage their own self-
care and of staff and students to deliver high-
quality care
Benefits of education to patients:
- increases consumer satisfaction
- improves quality of life
- ensures continuity of care
11

- reduces incidence of illness complications
- increases compliance with treatment
- decreases anxiety
- maximizes independence
Benefits of education to staff:
- enhances job satisfaction
- improves therapeutic relationships
- increases autonomy in practice
- improves knowledge and skills
12

Benefits of preceptor education for nursing
students
 prepared clinical preceptors
 continuity of teaching/learning from
classroom curriculum
 evaluation and improvement of student
clinical skills
13

Goal: to increase self-care responsibility of
clients and to improve the quality of care
delivered by nurses
14

Definition of Terms
Education Process: a systematic, sequential,
planned course of action on the part of both
the teacher and learner to achieve the
outcomes of teaching and learning
Teaching/Instruction: a deliberate intervention
that involves sharing information and
experiences to meet the intended learner
outcomes
15

Learning: a change in behavior (knowledge,
skills, and attitudes) that can be observed and
measured, and can occur at any time or in any
place as a result of exposure to environmental
stimuli
16

Patient Education: the process of helping
clients learn health-related behaviors to
achieve the goal of optimal health and
independence in self-care
Staff Education: the process of helping nurses
acquire knowledge, attitudes, and skills to
improve the delivery of quality care to the
consumer
17

A useful paradigm to assist nurses to organize and
carry out the education process.
Analyze the learner
State objectives
Select instructional methods and materials
Use teaching materials
Require learner performance
Evaluate/revise the teaching/learning process
18

 Nurses act in the role of educator for a
diverse audience of learners—patients and
their family members, nursing students,
nursing staff, and other agency personnel.
 Despite the varied levels of basic nursing
school preparation, legal and accreditation
mandates have made the educator role
integral to all nurses.
19

 Nurses function in the role of educator as:
- the giver of information
- the assessor of needs
- the evaluator of learning
- the reviser of appropriate methodology
 The partnership philosophy stresses the
participatory nature of the teaching and
learning process.
20

Barriers to teaching are those factors impeding
the nurse’s ability to optimally deliver
educational services.
Major barriers include:
 lack of time to teach
 inadequate preparation of nurses to assume
the role of educator with confidence and
competence
 personal characteristics
 low-priority status given to teaching
21

 environments not conducive to the
reaching-learning process
 absence of 3rd party reimbursement
 doubt that patient education effectively
changes outcomes
 inadequate documentation system to allow
for efficiency and ease of recording the
quality and quantity of teaching efforts
22

Obstacles to learning are those factors that
negatively impact on the learner’s ability to
attend to and process information.
Major obstacles include:
 limited time due to rapid discharge from
care
 stress of acute and chronic illness, anxiety,
sensory deficits, and low literacy
 functional health illiteracy
23

 lack of privacy or social isolation of
health-care environment
 situational and personal variations in
readiness to learn, motivation and
compliance, and learning styles
 extent of behavioral changes (in number
and complexity) required
24

 lack of support and positive
reinforcement from providers and/or
significant others
 denial of learning needs, resentment of
authority and locus of control issues
 complexity, inaccessibility, and
fragmentation, of the healthcare system
25

The following questions can be posed about
the elements of the education process, the
role of the nurse as educator, and the
principles of teaching and learning:
 How can the healthcare teams work
together more effectively to coordinate
educational efforts?
 What are the ethical, legal, and economic
issues involved?
26

 Which theories and principles support the
education process?
 What assessment methods and tools can
be used to determine learning needs,
readiness and styles?
 Which learner attributes positively and
negatively influence education efforts?
 What can be done about the inequities in
the delivery of education services ?
27

 Which elements need to be taken into
account when developing and
implementing teaching plans?
 Which instructional methods and
materials are available to support
teaching efforts?
 Under which conditions should certain
teaching methods and tools be used?
 How can teaching be tailored to meet the
needs of specific clientele?
28

 What are the common mistakes made in
the teaching of others?
 How can teaching and learning best be
evaluated?
What other questions might you ask?
29

 most non–research-based literature focuses
on “how to do” patient teaching
 more attention is given to the needs of
learners who have acute, short-term
problems than to those who have chronic,
long-term conditions
 more research is needed on new teaching
technologies, especially computer-assisted
modalities, distance education, and Internet-
based health information sites
30

 further investigation is needed on the cost-
effectiveness of education efforts
 future research must address:
 gender issues
 measurement of behavioral outcomes
 effects of educational interventions
 theoretical basis for education in practice
 cost-effectiveness of educational efforts
31

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