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NRS 429 Topic 1 DQ 1

DQ 1: Describe the nurse role and responsibility as health educator

Topic 1 DQ 1

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.

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References

Bailey, R. R. (2018). Goal Setting and Action Planning for Health Behavior Change. American journal of lifestyle medicine13(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 promotion8, 178. https://doi.org/10.4103/jehp.jehp_146_19

Read Also: DQ 2: Discuss the importance of advocacy as it pertains to patient care

NRS 429 Topic 1 DQ 1

NRS 429 Topic 1 DQ 1

NRS 429V Week 1 Discussion 1

Using the health belief model, how can nurses encourage patients to make immediate and permanent behavior changes; particularly as they relate to lifestyle choices?

Re: Topic 1 DQ 1

The nurse serves an important role in educating patients and families. It is important that the education caters to the learning styles of those being taught. Sonya Blevins (2020) describes four different learning style preferences: aural, read/write, kinesthetic, and visual. When care is taken to assess a learner’s style better educational outcomes/retention occurs. The nurse often reinforces education given by providers and assesses a patient’s understanding of the information provided. Nurse’s develop an educational care plan that addresses a patient’s individual needs using the nursing process of Assessment, Diagnosis, Planning, Implementation, and Evaluation . As health educators, nurses apply evidence-based practice to ensure the best possible outcomes.

When it comes to educating patients and families, other considerations besides learning styles have to be made. A person’s level of education must be considered, it is suggested that education be geared towards 6th grade competency in reading and writing. In addition, making sure that the information is in the learners preferred language is important as well. An assessment of a patient’s ability to hear, see, and speak also needs to be considered (Blevins, 2020).

Acknowledging a patient’s readiness to learn is also a special consideration. Many patients have physical, emotional, and or cognitive barriers that impede learning. When this occurs, involving the support people in the educational process is helpful. In addition, assessing the understanding and retention of the information is also a consideration.

Behavior objectives in care plans or health promotion are necessary when those actions are causing harm to the patient’s well-being. Whether the patient is compliant or not, the behavioral objectives provide a framework for expectations and goals for the patient, support persons and health care team. Patients often need the assistance of professionals such as nurses to help set goals that facilitate behavior change. It has been found that characteristic of goals influence the commitment to achieve the goal. For example, an “easy” goal has been found to encourage poor effort and performance (Bailey, 2017). A nurse can help the patient navigate through the complicated processes of goal setting.

Bailey, R. (2017). Goal setting and action planning for health behavior change. American Journal of Lifestyle Medicine. 13(6), 615-214.    https://doi.org/10.1177/1559827617729634

Blevins, S. (2020). Medication education: preparing the patient for discharge. MedSurg Nursing, 29(3), 213-214.

 

RESPOND TO MARIA

RONALD

Re: Topic 1 DQ 1

According to the ebook Health Promotion: Health & Wellness Across the Continuum, it is the nurse’s role and responsibility to educate patients based on evidence-based research to have an effective positive learning outcome. Educating the patients should include the patient and the family involved in the care. Nurses should utilize the patient’s learning style because the patient will more likely understand the teaching based on the given information.

When developing a care plan or education program to promote health, the nurse should consider if there are any barriers that will hinder the learning curve when providing health education. To better improve patient teaching outcomes, nurses should include the patient and family and collaborate with the interdisciplinary team to create a plan of care so the patient and family will be willingly to follow through with the plan of care.

Creating behavioral objectives should be utilized when the nurse have noticed the patient is willingly ready for a change to promote health and wellness. The six stages of behavioral objectives are precontemplation, contemplation, planning, action, maintenance, and termination.

Resources

Grand Canyon University (Ed). (2018). Health promotion: Health & wellness across the continuum. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/

 

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