NCM 102

• Health services – direct individuals to a sensible use of health care resources
• Disease prevention – promotes individual and public health   awareness on prevention of disease.
• Minimize cost – enables the government to attain health objectives at least cost
• Self-reliant behavior – provides information and services necessary in fostering independent behaviors or attitudes conducive to health
• Mid 1800s, 20th century

  Formative Period by Bartlett/First Phase in the development of organized health care by Dreeben

  • Florence Nightingale - advocate
• 2nd Phase (First 4 decades of the 20th Century)

  -Division of Child Hygiene, New York City, 1908

  -Education programs in sanitation, immunization, prevention & treatment of  infectious diseases

  -NLNE – PHN were essential to the well-being of communities and the teaching given was the precursor to modern patient and health education
• 3rd Phase – after the World War II-time of significant scientific accomplishments and a profound change in the delivery system of health care
• 1940s – 1950s -Patient education as part of clinical encounters but often overshadowed by the increasingly more technological orientation of health care
• 1950 – first references in the literature to patient education began to appear
• 1960s & 1970s - emphasis was placed on educating individual patients rather than providing general public health education
• Mid 1960 – patient were considered as health care consumers and society   adopted that healthcare was a right and not a privilege for all Americans
• Early 1970 – patient education was a significant part of the American Health   Association’s Statement on a Patient’s Bill of rights

  • outlines patient’s rights to receive current information about their diagnosis, treatment and prognosis in understandable terms as well as information that enables them to make informed decisions about their health care.
• 1980s and 1990s – national health education programs became popular as   healthcare trends focuses on disease prevention and health promotion
• Mid 1990s – Pew Health Professions Commission published a set of competencies it   believed would mark the success of the health professions in the 21st century.
• Institute for Healthcare Improvement announced the 5 Million Lives   campaign

  – reduce the 15 million incidents of medical harm that   occur in US hospitals each year

  • Teaching patients and their families as well as teaching staff and students ways they can improve care to reduce injuries, save lives and decrease costs of health care.
• Formation of the Sullivan Alliance – recruit and educate health   professionals to deliver culturally competent care to the public they   serve
• Healthy People 2000, Healthy People 2010 – effective health education   programs to assist individuals to recognize and change risk   behaviors, to adopt or maintain healthy practices and to make   appropriate use of available   services for health care
• . Healthy People 2020 – 40 topic areas which support four-overarching   goals: attain high-quality and longer lives; achieve health equity and   eliminating disparities; creating social and physical environments that   promote good health for all; and promoting quality life, healthy   development and behaviors across the entire life span.
• 1950 NLNE – identified course content in nursing school curricula to prepare nurses to assume the role

   - Currently developed the Certified Nurse Educator (CNE) exam to raise the visibility and status of the academic nurse educator role as an advanced professional practice discipline with a defined practice setting
• ANA – issued statements on the functions, standards and qualifications for nursing practice of which patient teaching is a key element.
• ICN – endorsed the nurse’s role as patient educator to be an essential components of nursing care delivery
• Educating Colleagues

  – training the trainer

  -Prepare nursing staff through continuing education, in service-programs and staff development to maintain and improve their clinical skills and teaching abilities.
• Clinical Instructor for students

  – function as clinical preceptors and mentors

  -ensure that nursing students meet their expected learning outcomes.
• Education process

  – systematic, sequential, logical, scientifically based planned course of   action consisting of two major interdependence operations: teaching and learning

  -  Forms a continuous cycle that also involves two interdependent players: the   teacher and the learner

  -  Framework for a participatory, shared approach to teaching and learning
• Teaching and instruction – deliberate interventions that involve sharing   information and experiences to meet intended learner outcomes in   the cognitive, affective and psychomotor domains.
• Learning – defined as a change in behaviors (knowledge, attitude and/or   skills) that can be observed or measured and that occurs at any time   or in any place resulting from exposure to environmental stimuli.
• Patient Education

  – process of assisting people to learn health-related behaviors   that they can incorporate into everyday life with the goal of achieving   optimal health and independence in self-care

  -  Any set of planned educational activities, using a combination of methods   (teaching, counselling and behavior modification) that is designed to   improve patient’s knowledge and health behaviors.
• Staff education

  – process of influencing the behavior of nurses by producing   changes in their knowledge, attitudes and skills to help them maintain and   improve their competencies for the delivery of high

  -quality care to the   consumer.
• ASSURE Model – paradigm to assist nurses to organize and carry out the educational   process
• Patient Education

  • Mid-1800s - responsibility for teaching has been recognized as an important role   of nurses as caregivers

  Florence Nightingale – ultimate educator
• Information about human biology and hygiene – human body and how to take care of it.
• A friendly environment in which health choices are made – concerned with national, regional and local education policies which are often pursued and implemented without considering health consequences
• Enhance knowledge awareness – provides guidance and instructions of all that will help individuals or groups of individuals maintain a high level of wellness
• Promoted health, safety and security of the people – promotes personal hygiene, environmental sanitation and maintenance of a hazard-free environment for one to avoid illnesses, accidents and reduce morbidity and mortality rate
• Develop and improve community resources  - help individuals gain knowledge, understanding, habits, attitudes and ideals that will help them live as healthful individuals and members of the community
• Increase productivity and strength of character – help develop productive individuals who can adjust successfully and live happily with social group in which they belong