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Health Ed > Chap 1 > Flashcards

Chap 1 Flashcards

1
Q

has long been considered a STANDARD CARE-GIVING ROLE of the nurse

A

Health education

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2
Q

recognized as an INDEPENDENT NURSING FUNCTION

A

patient teaching

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3
Q

has expanded to INCLUDE EDUCATION IN THE BROAD CONCEPTS of health and illness

A

nursing practice

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4
Q

first observed health teaching as an IMPORTANT FUNCTION WITHIN THE SCOPE of nursing practice

A

National League of Nursing Education (National League of Nursing)

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5
Q

responsible for IDENTIFYING CONTENT FOR CURRICULUM on principles of teaching and learning

A

National League of Nursing Education (National League of Nursing)

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6
Q

responsible for ESTABLISHING STANDARDS AND QUALIFICATIONS for practice, including patient teaching

A

american nurses association

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7
Q

endorses health education as an ESSENTIAL COMPONENT of nursing care delivery

A

international council of nurses

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8
Q

universally includes TEACHING WITHIN THE SCOPE of nursing practice

A

state nurse practice acts

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9
Q

accreditation mandates require evidence of patient education to improve outcomes

A

joint commission on accreditation of health organization

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10
Q

patient’s bill of rights ensures that clients receive complete and current information

A

american hospital association

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11
Q

puts forth a set of health profession competencies for the 21st century

A

pew health professions commission

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12
Q

over one-half of recommendations pertain to importance of patient and staff education

A

pew health professions commission

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13
Q

give the seven organizations and agencies promulgating standards and mandates

A
  1. national league of nursing education (national league of nursing)
  2. american nurses association
  3. international council of nurses
  4. state nurse practice acts
  5. joint commission on accreditation of healthcare organization
  6. american hospital association
  7. pew health professions commission
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14
Q

institute of medicine 2001

A

crossing the quality chasm: a new health system for the 21st century

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15
Q

the “crossing the quality chasm” focuses more on…

A

how the health system can be reinvented to foster innovation and improve the delivery of care

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16
Q

the “crossing the quality chasm”’s aims

A

six aims for improvement

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17
Q

the “crossing the quality chasm”’s rules

A

ten rules for redesign

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18
Q

joint commission

A

patient and family education

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19
Q

organization provides education that supports patient and family participation in care decisions and care processes

A

patient and family education

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20
Q

education and training help meet patients’ ongoing health needs

A

patient and family education

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21
Q

education methods consider the patient’s and family’s values and preferences and allow sufficient interaction among the patient, family, and staff for learning to occur

A

patient and family education

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22
Q

trends affecting health care

A

social, economic, and political forces

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23
Q

growth of managed care

A

social, economic, and political forces that affect a nurse’s role in teaching

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24
Q

increased attention to health and well-being of everyone in society

A

social, economic, and political forces that affect a nurse’s role in teaching

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25
Q

cost containment measures to control healthcare expenses

A

social, economic, and political forces that affect a nurse’s role in teaching

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26
Q

concern for continuing education as vehicle to prevent malpractice and incompetence

A

social, economic, and political forces that affect a nurse’s role in teaching

27
Q

purpose of patient, staff, and student education (1/2)

A

to increase the competence and confidence of patients to manage their own self-care

28
Q

purpose of patient, staff, and student education (2/2)

A

for staffs and students to deliver high-quality care

29
Q

benefits of education to patients (1/7)

A

increases consumer satisfaction

30
Q

benefits of education to patients (2/7)

A

improves quality of life

31
Q

benefits of education to patients (3/7)

A

ensures continuity of care

32
Q

benefits of education to patients (4/7)

A

reduces incidence of illness complications

33
Q

benefits of education to patients (5/7)

A

increases compliance with treatment

34
Q

benefits of education to patients (6/7)

A

decreases anxiety

35
Q

benefits of education to patients (7/7)

A

maximizes independence

36
Q

benefits of education to staff (1/4)

A

enhances job satisfaction

37
Q

benefits of education to staff (2/4)

A

improves therapeutic relationships

38
Q

benefits of education to staff (3/4)

A

increases autonomy in practice

39
Q

benefits of education to staff (4/4)

A

improves knowledge and skills

40
Q

benefits of preceptor education for nursing students (1/3)

A

prepared clinical preceptors

41
Q

benefits of preceptor education for nursing students (2/3)

A

continuity of teaching/learning from classroom curriculum

42
Q

benefits of preceptor education for nursing students (3/3)

A

evaluation and improvement of student clinical skills

43
Q

goal of patient, staff, and student education (1/2)

A

to increase self-care responsibility of clients

44
Q

goal of patient, staff, and student education (2/2)

A

to improve the quality of care delivered by nurses

45
Q

a systematic, sequential, planned course of action on the part of both the teacher and learner to achieve the outcomes of teaching and learning

A

education process

46
Q

a deliberate intervention that involves sharing information and experiences to meet the intended learner outcomes

A

teaching/instruction

47
Q

a change in behavior that can be observed and measured, and can occur at any time or in any place as a result of exposure to environmental stimuli

A

learning

48
Q

the process of helping clients learn health-related behaviors to achieve the goal of optimal health and independence in self-care

A

patient education

49
Q

the process of helping nurses acquire knowledge, attitudes, and skills to improve the delivery of quality care to the consumer

A

staff education

50
Q

a useful paradigm to assist nurses to organize and carry out the education process

A

assure model

51
Q

Assure model

A

analyze the learner

52
Q

aSsure model

A

state objectives

53
Q

asSure model

A

select instructional methods and materials

54
Q

assUre model

A

use teaching materials

55
Q

assuRe model

A

require learner performance

56
Q

assurE model

A

evaluate/revise the teaching/learning process

57
Q

role of nurses as an educator

A

GIVER of information
ASSESSOR of needs
EVALUATOR of learning
REVISER of appropriate methodology

58
Q

stresses the participatory nature of the teaching and learning process

A

partnership philosophy

59
Q

factors impeding the nurse’s ability to optimally deliver educational services

A

barriers to teaching

60
Q

major barriers include

A

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

environments not conducive to reaching-learning process

absence of 3rd part reimbursment

doubt that patient education effectively changes outcomes

inadequate documentation system to allow for efficiency and ease of recording the quality and quantity of teaching efforts

61
Q

factors that negatively impact on the learner’s ability to attend to and process information

A

obstacles to learning

62
Q

major obstacles include

A

limited time due to rapid discharge from care

stress of acute and chronic illness, anxiety, sensory deficits, and low literacy

functional health illiteracy

lack of privacy or social isolation of the health-care environment

situational and personal variations in readiness to learn, motivation and compliance, and learning styles

extent of behavioral changes required

lack of support and positive reinforcement from providers and/or significant others

denial of learning needs, resentment of authority and locus of control issues

complexity, inaccessibility, and fragmentation of the healthcare system

63
Q

perspectives on research in patient and staff education

A

most non-research based literature focuses on “how to do” patient teaching

more attention is given to the needs of learners who have acute, short-term problems than to those who have chronic, long-term conditions

more research is needed on new teaching technologies, especially compute-assisted modalities, distance education, and internet-based health information sites

Health Ed (4 decks)

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