NRG108-HE Flashcards
What phase in the Development of organized health care in 1800 to 20th century.
First Phase
What phase in the Development of organized health care in 1
st four decades of 20th century.
Second Phase
What phase in the Development of organized health care Began after WW2.
Third Phase
Third phase
– Committee on Educational Tasks in Chronic Illness in 1968
– Educational processes
– President Nixon and the concept of patient education
– U.S. Department of Health, Education, and Welfare
– American Hospital Association’s Statement on a Patient’s Bill of Rights
– The Joint Commission’s Accreditation Manual for Hospitals
– Healthy People 2000, Healthy People 2010, and Health People 2020
established
– Pew Health Professions Commission
The Evolution of the Teaching Role of Nurses
- major component
- Florence Nightingale, the ultimate educator
- National League of Nursing Education
(NLNE), now the National League for
Nursing (NLN)
Observed in_____ that health teaching is an
important function within the scope of
nursing practice
1981
Responsible for establishing standards and qualifications for practice, including patient
teaching
American Nurses Association (ANA)
Endorses health education as an essential
component of nursing care delivery
International Council of Nurses (ICN)
Nursing career ladders often incorporate teaching effectiveness as a measure of
excellence in practice.
State Nurse Practice Acts
Serving as a clinical instructor for students in
the practice setting
Professional nurses are responsible for:
Social, Economic, and Political Trends Affecting Health Care
Significant forces influencing nursing
practice:
Federal government and Healthy People 2020
– Recommendations from the Institute of
Medicine
– The Affordable Care Act (ACA)
– Growth of managed care
– Emphasis on public education for disease
prevention and health promotion
Importance of health education to reduce the
high costs of health services
– Concern for continuing education as vehicle to
prevent malpractice and incompetence
– Expanding scope and depth of nurses’ practice
responsibilities
– Consumers demanding more knowledge and
skills for self-care
– Increasing number of self-help groups
– Demographic trends influencing type and
amount of health care needed
– Incidents of medical harm
– Increased prevalence of chronic conditions
– Impacts of advanced technology
– Health literacy increasingly required
– Research findings that client education
improves compliance
– Advocacy for self-help groups
– Increased use of online technologies
– Screenings occasioned by advances in genetics
and genomics
To increase the competence and
confidence of clients for self-management.
Purpose
To increase the responsibility
and independence of clients for self-care
Primary goal
Benefits of education to clients
Increases consumer satisfaction
Improves quality of life
Ensures continuity of care
– Decreases client anxiety
– Reduces complications of illness and
incidences of disease
– Promotes adherence to treatment plans
– Maximizes independence
– Empowers consumers to become involved in
planning their own care
– Enhances job satisfaction
– Improves therapeutic relationships
– Enhances patient-nurse autonomy
– Increases accountability in practice
– Provides opportunity to create change that
matters
A systematic, sequential,
planned course of action on the part of both
the teacher and learner to achieve the
outcomes of teaching and learning
Education Process:
A deliberate
intervention that involves sharing
information and experiences to meet the
intended learner outcomes
Teaching/Instruction
A change in behavior
(knowledge, attitudes, and/or skills) that
can be observed or measured, and that can
occur at any time or in any place as a result
of exposure to environmental stimuli
Learning
The process of helping
clients learn health-related behaviors to
achieve the goal of optimal health and
independence in self-care
Patient Education
The process of helping
nurses acquire knowledge, attitudes, and
skills to improve the delivery of quality
care to the consumer
Staff Education
A useful paradigm to assist nurses to organize
and carry out the education process
ASSURE Model
A
S
S
U
R
E
A-Analyze the learner
S-State the objectives
S-Select instructional methods and materials
U-Use instructional methods and materials
R-Require learner performance
E-Evaluate/revise the teaching plan
Nurses act in the role of educator for a
diverse audience of learners—patients
and their family members, nursing
students, nursing staff, and other agency
personnel.
The Contemporary Role of the Nurse as Educator
The new educational paradigm focuses on the
learner learning.
– Instead of the teacher teaching
– The nurse becomes the “guide on the side.”
Nursing education transformation
Gap between nursing education and practice
Nursing Alliance for Quality Care (NAQC) goals: Consumer-centered health care, performance
measurement and public reporting, advocacy,
and leadership
Patient engagement
What are the competencies of QSEN:
- Patient-centered care
- Teamwork and collaboration
- Evidence-based practice
- Quality improvement
- Informatics
- Safety
Who is the founder of RWJF?
Robert Wood
Institute of Medicine report: The future of
nursing
Written in response to the Affordable Care Act
– Describes the role of nursing in a transformed
healthcare system
The Future of Nursing recommendations
- Remove scope of practice barriers.
- Expand opportunities for nurses to lead in
collaborative efforts. - Implement nurse residency programs.
- Increase proportion of nurses with baccalaureate
degrees to 80% by 2020. - Double number of nurses with a doctorate by 2020.
- Ensure that nurses engage in lifelong learning.
- Prepare and enable nurses to lead change to advance
health. - Build infrastructure for the collection and analysis of
data.
Are those factors
impeding the nurse’s ability to deliver
educational services.
Barriers to teaching
Are those factors that
negatively impact the learner’s ability to pay
attention and process information.
Obstacles to learning
What are the factors affecting the ability to teach:
– 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 the teaching–
learning process
– 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 the teaching–
learning process
– Absence of third-party reimbursement
– 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
