health ed - chapter 1
TRANSCRIPT
-
8/2/2019 Health Ed - Chapter 1
1/29
Chapter 1
Overview of Education inHealth Care
-
8/2/2019 Health Ed - Chapter 1
2/29
Historical Foundations of theNurse Educator Role
Health education has long beenconsidered a standard care-giving role
of the nurse. Patient teaching is recognized as an
independent nursing function.
Nursing practice has expanded toinclude education in the broad conceptsof health and illness.
-
8/2/2019 Health Ed - Chapter 1
3/29
Historical Foundations (contd)
Organizations and Agencies Promulgating
Standards and Mandates:
1. NLNE (NLN) first observed health teaching as animportant function within the scope ofnursing practice
responsible for identifying course contentfor curriculum on principles of teaching andlearning
-
8/2/2019 Health Ed - Chapter 1
4/29
Historical Foundations (contd)
2. ANA
- responsible for establishing standards andqualifications for practice, including patientteaching
3. ICN
- endorses health education as an essential
component of nursing care delivery
-
8/2/2019 Health Ed - Chapter 1
5/29
Historical Foundations (contd)
4. State Nurse Practice Acts
- universally includes teaching within the scopeof nursing practice
5. JCAHO
- accreditation mandates require evidence ofpatient education to improve outcomes
6. AHA
- Patients Bill of Rights ensures that clientsreceive complete and current information
-
8/2/2019 Health Ed - Chapter 1
6/29
Historical Foundations (contd)
7. Pew Health Professions Commission
- puts forth a set of health profession
competencies for the 21st century- over one-half of recommendations pertain toimportance of patient and staff education
-
8/2/2019 Health Ed - Chapter 1
7/29
Trends Affecting Health Care
Social, economic, and political forces thataffect a nurses role in teaching:
federal initiatives outlined in Healthy People2010
growth of managed care
increased attention to health and well-being ofeveryone in society
cost containment measures to controlhealthcare expenses
concern for continuing education as vehicle toprevent malpractice and incompetence
-
8/2/2019 Health Ed - Chapter 1
8/29
Trends (contd)
expanding scope and depth of nursespractice responsibilities
consumers demanding more knowledge andskills for self-care
demographic trends influencing type andamount of health care needed
recognition of lifestyle related diseases which
are largely preventable health literacy increasingly required
advocacy for self-help groups
-
8/2/2019 Health Ed - Chapter 1
9/29
Purpose, Benefits, and Goals ofPatient, Staff and Student Education
Purpose: to increase the competence andconfidence of patients to manage their
own self-care and of staff and studentsto deliver high-quality care
Benefits of education to patients:
- increases consumer satisfaction- improves quality of life- ensures continuity of care
-
8/2/2019 Health Ed - Chapter 1
10/29
Purpose, Benefits and Goals (contd)
- 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
-
8/2/2019 Health Ed - Chapter 1
11/29
Purpose, Benefits and Goals (contd)
Benefits of preceptor education fornursing students
prepared clinical preceptors
continuity of teaching/learning fromclassroom curriculum
evaluation and improvement of studentclinical skills
-
8/2/2019 Health Ed - Chapter 1
12/29
Purpose, Benefits, and Goals (contd)
Goal: to increase self-care responsibilityof clients and to improve the quality of
care delivered by nurses
-
8/2/2019 Health Ed - Chapter 1
13/29
The Education Process
Definition of TermsEducation Process: a systematic, sequential,
planned course of action on the part of both
the teacher and learner to achieve theoutcomes of teaching and learning
Teaching/Instruction: a deliberate intervention
that involves sharing information andexperiences to meet the intended learneroutcomes
-
8/2/2019 Health Ed - Chapter 1
14/29
The Education Process (contd)
Learning: a change in behavior(knowledge, skills, and attitudes) that can
be observed and measured, and canoccur at any time or in any place as aresult of exposure to environmentalstimuli
-
8/2/2019 Health Ed - Chapter 1
15/29
The Education Process (contd)
Patient Education: the process of helpingclients learn health-related behaviors toachieve the goal of optimal health and
independence in self-careStaff Education: the process of helping
nurses acquire knowledge, attitudes,
and skills to improve the delivery ofquality care to the consumer
-
8/2/2019 Health Ed - Chapter 1
16/29
ASSURE Model
A useful paradigm to assist nurses to organizeand 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
-
8/2/2019 Health Ed - Chapter 1
17/29
Role of the Nurse As Educator
Nurses act in the role of educator for adiverse audience of learnerspatientsand their family members, nursingstudents, nursing staff, and otheragency personnel.
Despite the varied levels of basicnursing school preparation, legal and
accreditation mandates have made theeducator role integral to all nurses.
-
8/2/2019 Health Ed - Chapter 1
18/29
Role of Nurse As Educator (contd)
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 andlearning process.
-
8/2/2019 Health Ed - Chapter 1
19/29
Barriers to Teaching
Barriersto teaching are those factorsimpeding the nurses 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
-
8/2/2019 Health Ed - Chapter 1
20/29
Barriers to Education (contd)
environments not conducive to the reaching-learning process
absence of 3rd party reimbursement
doubt that patient education effectivelychanges outcomes
inadequate documentation system to allow
for efficiency and ease of recording thequality and quantity of teaching efforts
-
8/2/2019 Health Ed - Chapter 1
21/29
Obstacles to Learning
Obstaclesto learning are those factors thatnegatively impact on the learners 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
-
8/2/2019 Health Ed - Chapter 1
22/29
Obstacles (contd)
lack of privacy or social isolation of health-careenvironment
situational and personal variations in readiness
to learn, motivation and compliance, andlearning styles
extent of behavioral changes (in number and
complexity) required
-
8/2/2019 Health Ed - Chapter 1
23/29
Obstacles (contd)
lack of support and positive reinforcement fromproviders and/or significant others
denial of learning needs, resentment ofauthority and locus of control issues
complexity, inaccessibility, and fragmentation,of the healthcare system
-
8/2/2019 Health Ed - Chapter 1
24/29
Questions To Be Asked
The following questions can be posed about theelements of the education process, the role ofthe nurse as educator, and the principles ofteaching and learning:
How can the healthcare teams work togethermore effectively to coordinate educationalefforts?
What are the ethical, legal, and economicissues involved?
-
8/2/2019 Health Ed - Chapter 1
25/29
Questions (contd)
Which theories and principles support theeducation process?
What assessment methods and tools can beused to determine learning needs, readiness
and styles? Which learner attributes positively and
negatively influence education efforts?
What can be done about the inequities in thedelivery of education services ?
-
8/2/2019 Health Ed - Chapter 1
26/29
Questions (contd)
Which elements need to be taken into accountwhen developing and implementing teachingplans?
Which instructional methods and materials areavailable to support teaching efforts?
Under which conditions should certainteaching methods and tools be used?
How can teaching be tailored to meet theneeds of specific clientele?
-
8/2/2019 Health Ed - Chapter 1
27/29
Questions (contd)
What are the common mistakes made in theteaching of others?
How can teaching and learning best be
evaluated?
What other questions might you ask?
-
8/2/2019 Health Ed - Chapter 1
28/29
Perspectives on Research in Patientand Staff Education
most nonresearch-based literature focuses onhow to do patient teaching
more attention is given to the needs of learnerswho have acute, short-term problems than tothose who have chronic, long-term conditions
more research is needed on new teaching
technologies, especially computer-assistedmodalities, distance education, and Internet-based health information sites
-
8/2/2019 Health Ed - Chapter 1
29/29
Perspectives on Research (contd)
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