NRS 429VN Nurse’s role and responsibility as health educator


Re: Topic 1 DQ 1
Nursing is a teaching process at all times for patients whether you’ve had the same patients for the last three shifts or you’re just meeting them for the first time. During medication pass, the nurse uses that as a teaching process. Where the nurse lists each medication the patient is taking and then says what the medications are for and their side effects. With the nurse educating the patients on each of their diagnosis and treatments, it takes away the patients anxiety and worries. And it helps the patients know what to expect when they discharge home and are more likely to have less hospital re-admissions. The nurse has to first understand what style of teaching the patient understands in other to have successful teaching sessions. When developing tailored individual care plans, the nurse has to consider the patient’s religion, norms, values, and beliefs. The nurse has to consider whether or not the patient wants family involved in their care, the patient’s preferences for taking their medications, when the wake up and go to bed so that activities for the patient is not missed because the patient was sleeping. Even how the patient likes to be addressed are things to consider as well. Behaivoral objectives should be utilized at all times. Take for example a patient with dementia. When they first get admitted to the hospital or any other healthcare setting, the regress a lot. They start to show behaivors that were not there when they were in a familiar setting. Therefore, behavioral objectives should be used in a careplan that way it starts to address a patient’s behavioral issuses from the first signs.
Reference

Whitney, S. (2018). Teaching and Learning Styles. In Health Promotion: Health & Wellness Across the Continuum. Grand Canyon University.

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?

sample 2

Re: Topic 1 DQ 1

One of the most crucial roles of the nurse is to provide the patient with health education. Health education is important to the patient in so many ways, it sets the foundation. It is the responsibility of the nurse to ensure the patient is understanding what is being presented to them. Nurses must determine many things when presenting the education to the patient. Some things that factor in the readiness are barriers to education including language, culture, and environment. The nurse must assess the patients learning needs and learn about the patient’s chosen learning style.

Strategies that nurses can include in the education process can vary depending if the patient is a visual, aural, read/write, or kinesthetic learner. Nurses should begin their education as early as the patient is admitted. During the admission process the nurse should determine what the patient already knows about their diagnoses and build from that. Nurses are constantly at bedside and have every opportunity to teach the patient. Giving the patient literature and explaining everything that you are doing to the patient and why it is being done are some examples of educating the patient.

Nurses are lifelong learners. Nurses attend seminars, training, and countless other informative courses. It is the nurse’s responsibility to continue applying evidenced based practice when caring for patient. Use of evidence-based practice means integrating the best research with clinical expertise and patient values to achieve optimal health outcomes (Winters & Echeverri 2012).

When creating an individualized plan for the patient, the plan should include a set of measurable learning objectives. Patients can be involved in participatory decision making by setting their own health-related goals (Whitney, 2018) Nurses must be able to utilize available recourses to positively set the foundation to assist the patient to positively affect patient outcomes by promoting behavioral changes to improve patient health and wellness (Whitney, 2018).

Whitney, S. (2018). Teaching and Learning Styles. In Health Promotion: Health & Wellness Across the Continuum. Grand Canyon University. https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php

Winters, C. A., & Echeverri, R. (2012, June). Teaching strategies to support evidence-based practice. Login. Retrieved October 7, 2021, from https://web-a-ebscohost-com.lopes.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=2&sid=2f67ce1d-75d9-4384-b0ec-c1c56775f87a%40sessionmgr4006.

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