Health Education: Session 1

• This period of time is where responsibility for teaching is recognized as an important role of nurses as caregivers

  Mid 1800s
• Nurses' major component of standard quality service is not only focus on care but also educating the sick.

  Patient educator
• Entrenched in the growth and development of the profession, the nurses should also educate other nurses for professional practice.

  Nurse educator
• Founder of Modern Nursing and Ultimate educator how to improve the health of people.

  Florence Nightingale
• PHN's role as Nurse teacher in preventing disease and maintaining the health of society was emphasized.

  Early 1900s
• Recognized as independent nursing function of nurses

  Patient teaching
• Educating others-patients, families, and colleagues

  Nursing education
• Expanded to include broader concepts of health and illness

  Nursing practice
• Observed the importance of health teaching as a function within the scope of nursing practice.

  1918 - National League of Nursing Education (NLNE) now National League for Nursing (NLN)
• Promotion of health and Preservation of illness in all settings which they practiced.

  Nurses as agents
• Prepare nurses to assume the role as teachers

  1950 - NLNE identified course content in nursing school curricula
• Endorsed nurse's role as educator as essential component of nursing care delivery

  International Council of Nurses
• Teaching with Scope of nursing practice responsibilities.

  Nurse Practice Acts
• Ensure patients' complete and current information concerning their diagnosis, treatment and prognosis

  1970 - Patient's Bill of Rights
• Evolved from disease oriented approach to prevention oriented approach. Focused on teaching for promotion and maintenance of health.

  Nurse as Educator
• From disease-oriented patient education (DOPE) to prevention-oriented patient education (POPE) to ultimately become health-oriented patient education (HOPE).

  Grueninger(1995) - Transition toward wellness
• From one wise healer to expert advisor/teacher to facilitator

  Role of the Nurse - changed
• Now emphasizes on empowering patients their potentials. abilities, and resources to the fullest.

  From simple Information Disseminator
• Published a broad set of competencies it believed would mark the success of health professions in the 21st century

  1995 - The Pew Health Professions Commission
• Continuing nursing staff education, in-service programs. and staff development to maintain and improve their clinical skills and teaching abilities

  Training the Trainer
• Preparation to effective teaching services performance that meet the needs to many individuals and groups in different circumstances across a variety of practice settings

  Professional Nurses
• Another very important role of the nurse as educator serving students in the practice setting.

  Clinical Instructor
• Dynamic one that requires teacher to actively engage students to become competent and caring professionals

  Role of Clinical Educator
• Purpose - To increase the competence and confidence of clients for self-management. Goal - To increase the responsibility and independence of clients for self-care.
• is a systemanc sequential loginal, scientifically uased planned course of action convulling of we major interdependent operations teaching and learning.

  Education process
• are deliberate interventions that involve sharing information and experiences to miner intended learner outcomes in the cognitive, affective and psychomotor domain according to an education plan

  Teaching and instructions
• defined as a change in behavior that can occur at any time or in any places as a result of exposure to environmental stimuli.

  Learning
• A useful paradigm to assist nurses to organize and carry out the education process

  - Analyze learner

  - State objectives. - Select instructional methods and tools

  - Use teaching materials

  - Require learner performance

  - Evaluate/revise the teaching and learning process


  ASSURE model
• Quality and Safe Education in Nursing (QSEN) project was funded to educate nursing students on patiem safety and healthcare quality
• Patient-centered care: The patient has control of and is full partner in the provision of holistic, compassionate. and comprehensive care based on the patient's values, needs, and preferences
• Teamwork and collaboration: Nurses and other health professionals must collaborate effectively with open communication, respect, and mutual decision making to achieve high-quality care
• Evidence-based practice: Current evidence must be integrated to support clinical expertise in providing optimal health care
• Quality improvement: Measure data and monitor patient outcomes to develop changes in methods to continuously improve the quality and safety in healthcare delivery
• Informatics: Use information technology to effectively communicate, manage knowledge, eliminate error and support collaborative decision making
• Safety: Minimize the risk of harm to patients and healthcare providers through self and system evaluation.
• PHASE II is dedicated to teaching strategies and resources. A second goal of this phase was to collaborate with organizations that represent advanced practice nurses in developing competencies for graduate education
• PHASE III the goal of this phase was to develop the faculty expertise needed to teach competencies in textbooks. implement innovative teaching strategies, and assist in the licensure and accreditation process
• Barriers to education are those factors impeding the nurse's ability to deliver educational services
• Obstacles to learning are those factors that negatively affect the ability of the leamer to attend to and process information