NRS 429 Topic 1 DQ 1 Describe the nurse’s role and responsibility as health educator

Sample Answer for NRS 429 Topic 1 DQ 1 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 DQ 1 Describe the nurse’s role and responsibility as health educator

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

What are some prime patient education moments we should all take advantage of when trying to provide our patients with the most up to date and appropriate education?

Nurses should not assume that when patients are literate meaning they can read and write, they will easily understand health education from the nurses. Being literate does not mean you are health-literate to understand all the medical terminologies or health information the nurse may try to give to you. Also, patients who may lack formal schooling can be taught complex health education (Whitney,2018). One prime moment nurses should take advantage of when trying to provide our patients with the most up to date and appropriate education is when they show that they have the desire to do the right thing for themselves and their loved ones. Nurses can also take advantage to provide up to date and appropriate education when patients exhibit behaviors or express sentiments with the belief that they can meet their own health-related goals and which in turn plays a vital role in meeting desired educational outcomes (Whitney, 2018).

Reference:

Whitney, S. (2018). Teaching and learning styles. In Health promotion: Health & wellness across the continuum. (Chapter 1). Grand Canyon University. https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/1.

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

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

The priority focus is ensuring the patient is knowledgeable about the information and its role in their health. This knowledge encourages continuous self-management in their care that carries into other healthcare-related visits and appointments. Heath (2017) mentions, “Clinicians must follow a series to steps before issuing patient education materials, ensuring that the strategies employed are useful for the individual patient.” Patients must be ready to learn and make beneficial changes before undergoing strategies. Clients should have their current knowledge level assessed before addressing new information when learning. This provides a stepping stone into the first steps of health education. It is essential to take advantage of any health literacy one knows. Understanding health literacy aids a patient in improving their health with the use of accessible resources. Research online shows that if health literacy is low, so is the patient’s desire to utilize health resources compared to others. (Heath, 2017). If health literacy is minimal to none, introduce definitions of key terms and concepts concerning their health. This can stimulate the process. Another prime moment is encouraging the patient to explain the information to nurses to verbalize understanding. A topic or concept is explained or demonstrated; then, the patient has to demonstrate or explain this information in their own words. Some materials utilized are one-on-one teaching, demonstrations, analogies, graphics, printed materials, podcasts, videos, PowerPoints, or group discussions. Implement these based on patient preference.

Teaching patients about health-related technology is essential to access information at home. “Using an online interface, patient portals allow patients to access their lab results, medical histories, and a plethora of other health information. Clinicians who use OpenNotes, a practice philosophy where clinicians digitally share their appointment notes with patients, can offer their patients in-depth and specific health advice each office visit.” (Heath, 2017). Online strategies let clients access their records anytime and anywhere. With constant access to their records, patients can find ways to improve their health without seeing a doctor. Healthcare providers should take advantage of patients’ health literacy, readiness to learn, understanding of teaching, available resources, and awareness of teaching strategies for beneficial education.

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

Reference

Heath, S. (2017 April 27). 4 Patient Education Strategies That Drive Patient Activation. Patient Engagement Hit. https://patientengagementhit.com/news/4-patient-education-strategies-that-drive-patient-activation

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

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

During health education, the nurse will do patient need assessment. Sometimes patient will tell their fears about their health risk behaviors. The needs assessment allows programs to identify opportunities for health promotion and disease prevention efforts, potential barriers and appropriate strategies to address them (Rural Information Hub, 2018). The nurse then plans health education that targets the identified need. Using clear and simple words, the nurse then will educate the patient on the consequences and health issues that are associated with identified risk behavior, providing patient with the recommended preventative actions from evidence-based practice. The nurse will use the different health promotion theories and models based on the patients learning styles.

Reference:

Rural Health Information Hub, (2018). Rural Health Promotion and Disease Prevention Toolkit: The Health Belief Model.https://www.ruralhealthinfo.org/toolkits/health-promotion/2/theories-and-models/health-belief

A Sample Answer 4 For the Assignment: NRS 429 Topic 1 DQ 1 Describe the nurse’s role and responsibility as health educator

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

I think the best time to educate anyone is in the moment for example maybe you have a conversion with the patient and they state information that old or incorrect allow them to complete their thought, then offer your new information to them its easier for the mind to connect the two. another time its best is after a fall or medical emergency because the details of the incident are still fresh so its easier to pull details from that and educate the patient ( obviously after medical stabilization).

Integrating primary prevention, and character education must be school, church, and community-wide, social events, teaching patients about vaccination, screaming monograms, teaching patients how important it does exercises, walking 30 minutes at least 3 times a week, how to eat healthily, do not smoke. primary prevention is the best education for a healthy world. To help encourage the growth of personal and social responsibility in the school community, teachers may try a variety of activities to foster the development of their students. The school especially high school students have engaged in local community events and service-learning activities to further expand their own view of the breadth of responsibilities.

Patient education is a critical part of patient care. It includes instructing patients on follow-up care, prevention, and how to take a proactive role in their own healthcare. Effective patient education can lead to better outcomes and should be a goal of every medical provider.

Unfortunately, patient education is not always easy. Health information is complex, and patients can easily become confused. Without the proper educational resources, doctors, clinical trial professionals, pharmaceutical reps, and other health educators may find teaching patients about medical issues difficult. To help encourage patient education, we have to put together the top five strategies for educating patients effectively. They are

1) Demonstrate Interest and Establish Trust.2) Adapt to the Patient’s Learning Style.

3) Use Innovative and Age-Appropriate Education Materials.

4) Ask Patients to Explain Information Back to you.

5) Educate the Patient’s Family or Caregiver.

Patient education doesn’t just provide patients with useful information. It can have an appreciable, positive impact on their health.

Pro tip: Check out Jumo Health’s collection of innovative health education resources.

A Sample Answer 5 For the Assignment: NRS 429 Topic 1 DQ 1 Describe the nurse’s role and responsibility as health educator

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

In the current value-based healthcare system, patient education is essential for enhancing patient compliance and outcomes. The key to patient education and ensuring they have a clear understanding of the care recommendations is to focus on patient outcomes. When patients are admitted to the hospital, effective patient education begins and lasts until their discharge. Throughout a patient’s stay, nurses should use every suitable chance to instruct the patient in self-care.

Many patients are uninformed about healthcare. Nurses must do assessments on their patients to decide how best to inform them about their health and how much they already know about their conditions. They must establish a relationship with patients by asking about their worries. The patient’s preferences may need nurses to modify their training methods. Though some might merely want a checklist, many patients need in-depth information. Resources must be offered in plain language to communicate in a way that is clear to all patients and has an impact. This will improve patient education and make it more effective. Additionally, writing should be done in a variety of languages and reading levels.

Reference

Wolters Kluwer: The Value of Education for Patients Outcomes

MedlinePlus: Choosing Effective Patient Education Materials

PracticalNursing.org: Five Tips for Providing Effective Patient Education

A Sample Answer 6 For the Assignment: NRS 429 Topic 1 DQ 1 Describe the nurse’s role and responsibility as health educator

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

Nurses play a significant role in health education, it is one of the primary responsibilities of nursing care. The nurse is an essential player on the healthcare team that is given the chance to spend a large portion of time with the patient, in comparison to other team members. Therefore, given the time and the responsibility of the nursing role, it is essential that correct, accurate, personalized, and understandable information is delivered to the patient regarding their current diagnosis or circumstance. It is important to consider the patient’s learning style from audio, verbal, visual, written, or participating hands on. Besides these considerations, nurses can utilize understanding an individual’s cultural background, level of education regarding the topic, past experience with it, other family members or friends involved in their care, any language barriers that may be present, the need for a translator, their access to the resources offered during education, their ability to repeat the given information, and religious considerations to name a few. Looking at these various components can help to tailor individual care plans and provide specific education programs related to health promotion for the patient. In addition to considering the components above, another important aspect of patient education is simply understanding the patient’s motivations to learn, adapt, and incorporate these new teachings to their daily life, as well as, considering the environment they are learning this in (Smith & Zsohar, 2013).

These two components can make all the difference in how the education is received and incorporated into the patient’s life. Ensuring a quiet environment and targeting the education in the light of what is important to the patient can assist in the patients commitment. Behavioral objectives should always be incorporated in care plans or health promotion, as they provide a clear target for the patient to meet their goals (Whitney, 2018). Without this, it would be challenging to measure the outcome, therefore, it is important to include measurable behavioral objects related to the specific desired outcomes for the particular patient. This also allows for adjusting the behavioral objective goals that have been set for the patient, if he or she is unable to meet them. Giving greater insight to where adjustments must be made.

 

References

 

Smith, J., & Zsohar, H. (2013). Patient-Education Tips For New Nurses. Nursing 2021, 43(10), 1-3.

 

Whitney, S. (2018). Teaching and Learning Styles. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/1

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Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

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

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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