Mandates for Nurse as Educator Institute of Medicine 2001

• Crossing the Quality Chasm: A New Health System For the 21st Century. 1). focuses more broadly on how the health system can be reinvented to foster innovation and improve the delivery of care. 2). Six Aims for Improvement. 3). Ten Rules for Redesign
• Joint Commission: Patient and Family Education 1. The Organization provides education that supports patient and family participation in care decisions and care processes. 2. Education and training help meet patient's ongoing health needs. 3. 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.
• Trends Affecting Health Care Social, economic, and political forces that affect a nurse's role in teaching: 1. Growth of managed care. 2. increased attention to health and well-being of everyone in society. 3. cost containment measures to control healthcare expenses. 4. concern for continuing education as a vehicle to prevent malpractice and incompetence.
• Purpose, Benefits, and Goals of Patient, Staff, and Student Education. PURPOSE: to increase the competence and confidence of patients to manage their own self-care and of staff and students to deliver high-quality care.
• Benefits of Education to Patients: 1. increase consumer satisfaction. 2. improves quality of life. 3. ensures continuity of care.
• Benefits of Education to Patients: 4. reduces incidence of illness complications. 5. increases compliance with treatment. 6. decrease anxiety. 7. maximizes independence.
• Benefits of Education to Staff: 1. enhances job satisfaction. 2. improves therapeutic relationships. 3. increase autonomy in practice. 4. improves knowledge and skills.
• Benefits of Preceptor Education for Nursing Students: 1. prepared clinical preceptors. 2. continuity of teaching/learning from classroom curriculum. 3. evaluation and improvement of students clinical skills.
• Goal: to increase self-care responsibility of clients and to improve the quality of care delivered by nurses.
• Education Process: a systematic, sequential, planned course of action on the part of both the teacher and learner to achieve the outcomes of teaching and learning.
• Teaching/Instruction: a deliberate intervention that involves sharing information and experiences to meet the intended learner outcomes.
• Learning: a change in behavior (knowledge, skills, and attitudes) that can be observed and measured, and can occur at any time or any place as a result of exposure to environmental stimuli.
• Patient Education: the process of helping clients learn health-related behaviors to achieve the goal of optimal health and independence in self-care.
• ASSURE Model: a useful paradigm to assist nurses to organize and carry out the education process.
• A-nalyze the learner
• S-tate objectives
• S-elect instructional methods and materials
• U-se teaching materials
• R-equire learner performance
• E-valuate/ Revise the teaching/learning process
• Role of the Nurse as Educator 1. Nurses act in the role of educator for a diverse audience of learners-patient and their family members, nursing students, nursing staff, and other agency personnel. 2. Despite the varied levels of basic nursing school preparation, legal and accreditation mandates have made the educator role integral to all nurses.
• Nurses function in the role of educator as: 1. the giver of information 2. the assessor of needs 3. the evaluator of learning 4. the reviser of appropriate methodology
• Role of the Nurse as Educator 2. Despite the varied levels of basic nursing school preparation, legal and accreditation mandates have made the educator role integral to all nurses. 3. The partnership philosophy stresses the participatory nature of the teaching and learning process.
• Barriers to Teaching: are those factors impeding the nurse's ability to optimally deliver educational services.
• Major barriers to teaching include lack of time to teach, inadequate preparation of nurses to assume the role of educator with confidence and competence, personal characteristics, and low-priority status given to teaching.
• Major barriers to education : 1. environments not conducive to the reaching-learning process, 2. absence of 3rd party reimbursement, 3. doubt that patient education effectively changes outcomes, 4. inadequate documentation system to allow for efficiency and ease of recording the quality and quantity of teaching efforts
• Obstacles to Learning: are those that negatively impact on the learner's ability to attend to and process information.
• Major Obstacles: 1. limited time due to rapid discharge from care, 2. stress of acute and chronic illness, anxiety, sensory deficits, and low literacy, 3. functional health illiteracy, 4. lack of privacy or social isolation of health-care environment. 5. situational and personal variations in readiness to learn, motivation anf compliance, and learning styles.
• Major Obstacles: 6. extent of behavioral changes (in number and complexity) required, 7. lack of support and positive reinforcement from providers and/or significant others, 8. Denial of learning needs, resentment of authority, and locus of control issues, 9. complexity, inaccessibility, and fragmentation, of the healthcare system.
• 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 computer-assisted modalities distance education and Internet-based health information sites.
• Staff Education: the process of helping nurse-acquire knowledge, attitudes, and skills to improve the delivery of quality care to the consumer.