NRS 429 Topic 1 Discussion Question one  Describe the nurse’s role and responsibility as health educator

NRS 429 Topic 1 Discussion Question one  Describe the nurse’s role and responsibility as health educator

Sample Answer for NRS 429 Topic 1 Discussion Question one  Describe the nurse’s role and responsibility as health educator Included After Question

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?

A Sample Answer For the Assignment: NRS 429 Topic 1 Discussion Question one  Describe the nurse’s role and responsibility as health educator

Title: NRS 429 Topic 1 Discussion Question one  Describe the nurse’s role and responsibility as health educator

This is a very good article on communication with patients. A point that I have never taken into perspective is communicating with and child. As soon as I read the bullet point, age-related challenges, my mind went straight to the elderly. This also pointed out a personal bias/stereo type I have that I was not aware of. I do not have a strong background working in pediatrics, so I never considered the difficulties talking to a child with a terminal illness. I have noted that children that grow up in poverty and the foster system also seem to have more accelerated maturity levels mixed with a fear of being judged. These children generally take longer to build trust with medical personnel. Often times they feel if they say something “wrong” they will be removed from a caregiver or home they do not want to leave, so they do not easily disclose health concerns.

I have also noticed that over the past decade, discharge instructions have become much more streamlined and reader friendly. They include graphics and bullet points to aid in patient communication.

This article poses many good points that demonstrates the repercussions of communication breakdown and the effects on patients and their families. I see a few important tips that I could incorporate into my education to improve learning outcomes. Working in adult oncology we have many patients that are in the geriatric population. Many times, questions are asked by patients and caregivers of patients receiving treatment with regard to side effects, prognosis, medication inquires and general support. The article pointed out understanding the miscommunication between caregivers and patients, which I never have considered until now. Our patients are overwhelmed with multiple appointments and new medications. I think there are changes I could make to educating patients during chemotherapy teaching that would help break down new medications and side effects. Creating a calendar would be a great addition because it eliminates confusion with what medications to take and when. To help with side effects and management a bullet point list with common side effects and regimens to help prior to calling on call physician or going to the emergency department.

A Sample Answer 2 For the Assignment: NRS 429 Topic 1 Discussion Question one  Describe the nurse’s role and responsibility as health educator

Title: NRS 429 Topic 1 Discussion Question one  Describe the nurse’s role and responsibility as health educator

As a staff member in a hospital setting I am very wary of Joint Commission. We are taught that they are there to help make sure working conditions are safe for staff and patients but on days they show up its a mad dash to make sure everything is how it should be to avoid a bad review. I also know staff members who hide went Joint Commission is present in fear they will be scolded for answering a question wrong. I was hesitant to read this article, afraid of how nurses would be portrayed. I was pleasantly surprised to read in this article that the Joint Commission understands that healthcare is a fast paced environment and a lot of the education falls on nurses not just providers. I was not surprised to learn that many errors are caused by inadequate handovers. I have been a night shift nurse giving morning report struggling to keep myself awake and remember everything that needed to be passed off to the next shift then to be laying in bed an hour later remembering something I need to share. I really enjoyed learning about the “I PASS THE BATON” acronym for shift report. I think that this method is very clear and easy to use especially when a shift has been long and hard and minor details quickly slip out of your mind in anticipation of going home. I plan on implementing this strategy the next time I work. I will be able to use these strategies offered frequently due to the diverse population I encounter at work. Overall, I enjoyed this article and learned a lot and I look forward to sharing some of these findings and recommendations on improving these downfalls on my unit so our patients can have more effective discharge education and quality care.

A Sample Answer 3 For the Assignment: NRS 429 Topic 1 Discussion Question one  Describe the nurse’s role and responsibility as health educator

Title: NRS 429 Topic 1 Discussion Question one  Describe the nurse’s role and responsibility as health educator

This article is very helpful Doctor Lori, it clearly explained our everyday activities in the hospital, our expectations as health care providers and most importantly the benefits that goes with proper communication at work. Proper bedside reports involving patient helps patient to make right treatment choices, ask questions concerning the disease condition, understand more on how best to help get better. Speaking and explaining to patient in a language and terms that is easy for proper understanding. For example, giving diabetic education to a patient newly diagnosed of diabetes, making sure patient understands what AIC is, complications of diabetes, hypo and hyperglycemic signs and symptoms and return demonstration of insulin administration. Communications amongst the healthcare team helps to reduce harm and some common medical errors that could cause death. We often have some barriers to proper communication at work, insufficient staffing tends to nurses think more of how they can get through with the workload there by rushing to get things done which is not healthy in management of patients.

Topic 1 DQ 1

Description:

 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?

Cite to at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articles for assistance.

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Objectives:

NRS 429 Topic 1 Discussion Question one  Describe the nurse's role and responsibility as health educator
NRS 429 Topic 1 Discussion Question one  Describe the nurse’s role and responsibility as health educator

1. Evaluate personal learning styles.
2. Discuss the application of teaching strategies to support individualized nursing care plans.
3. Examine health promotion models used for behavioral change

Health Promotion: Health and Wellness Across the Continuum

Description:

Read Chapter 1 in Health Promotion: Health and Wellness Across the Continuum.

The VARK Questionnaire

Description:

Complete “The VARK Questionnaire,” located on the VARK website.

Teaching Strategies to Support Evidence-Based Practice

Description:

Read “Teaching Strategies to Support Evidence-Based Practice,” by Winters and Echeverri, from Critical Care Nurse
(2012).

Patient-Education Tips for New Nurses

Description:

Read “Patient-Education Tips for New Nurses,” by Smith and Zsohar, from Nursing 2013 (2013).

Patient Education in Home Care: Strategies for Success

Description:

Read “Patient Education in Home Care: Strategies for Success,” by Ashton and Oermann, from Home Healthcare Now
(2014).

Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

 Very good or high level of performance

88%

14 points

 Acceptable level of performance

81%

13 points

 Inadequate demonstration of expectations

68%

11 points

 Deficient level of performance

56%

9 points

 

 Failing level

of performance

55% or less

0 points
 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

 Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

 The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
 The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
 The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
  

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
  

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
 The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
 Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.