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Teaching Leadership for Education & Care
Making Links to direct practice
Stories of practice
Interacting and Discussing
Working on practice cases & application activities
Education 
The process of receiving or giving systematic instruction
Pueyo-Garriguesa, Whitehead, Miren, Pardavila-Belioc, Canga-Armayord, Pueyo-Garriguesa, & Canga-Armayorc: 'Health education is defined as a continuous, dynamic, complex and planned teaching-learning process throughout the lifespan and in different settings that is implemented through equitable and negotiated client and health professional 'partnership' to facilitate and empower the person to promote/initiate lifestyle-related behavioral changes that promote positive health status outcomes'
Health education attributes 
Health oriented
Multidimensional
Person-centered
Partnership
Health education antecedents 
Professional skill & training
Available resources
Individual willingness to act
Health as a priority
Health education consequences 
Increased health literacy: knowledge, skills & attitudes
Behavior change
Capability and empowerment
Positive health outcomes
Positive social and economic outcomes
Health education learning process
Professional awareness
Learning process
Teaching 
Sharing information, Sharing experiences, Intentional, deliberate, planned, conscious action
Types of teaching 
Impromptu, incidental
Formal
Informal
Learning 
Outcome or product, Depends on environmental stimuli, Acquisition of knowledge, attitudes and skills, Behaviour change in the cognitive, affective and or psychomotor domains
Learning is observable and measurable
Case management 
Difficult to define, Definition varies with the context and discipline, Key features: Collaboration, Coordination, Integration of health care delivery and other services, Requires: Excellent communication skills & leadership, Cultural competence
Leadership & management 
Definition varies with the context and discipline, Key features: Can managers be leaders?
Simon Sinek: 'Leadership is like a lifestyle…to release the passion in the people who are in our charge. It takes unbelievable courage to completely change the way we see the world…If we can learn to embrace infinite mindsets, not only have we increased and enhanced innovation, seen trust and cooperation thrive, but we'll actually love our jobs…At the end of our life we'll look back and say I was a part of something bigger than myself.'
Infinite mindset 
Advance to a bigger just cause
Foster trusting teams
Admire worthy rivals
Practice existential flexibility
Courage to lead
RNAO: 'nurses prepare and support their clients by encouraging them to tell their stories so that we understand their circumstances, needs, and unique learning styles'
RNAO: 'It is unrealistic to expect clients to take action for their health if they do not have the knowledge, skills, and social supports needed to do so'
Reasons why teaching is important in Nursing practice
A historic role dating back to Fabiola – 4th century of the common era
The public health movement – 1800s
The attempt to move away from the medical model – 1970s
Reforms in health care; shifts to PHC
Economics of health care
Advanced technology
The information technologies revolution
Consumer demands for information
Demand for quality improvement
Health literacy is a precondition for self-care, wellness
Demographic and epidemiologic trends
Increased chronicity
Increase in alternative therapies
Safety concerns
Questions to ask yourself
Have I been a catalyst?
How many lollipop moments can I Create?
Acknowledge?
Pay forward?
Be thankful for?
Nurses as educators 
Knowledge
Skills
Attitudes
To explain & help patient/client understand what is happening
To assist patients/clients to participate in care
Preparation for discharge
Learning 
a relatively permanent change in mental processing, emotional functioning, skill, and/or behaviour as a result of experience… a lifelong process by which individuals acquire new knowledge or skills and alter their thoughts, feelings, attitudes, and actions.
Teaching/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
Health education attributes 
Health oriented
Multidimensional
Person-centered
Partnership
Patient/Client Education 
Patient/client teaching that is condition- specific, involving individuals who are unwell and who have developed specific conditions for which they are being treated. Health care professionals frequently determine needed content. Patient/client education is often viewed as part of the treatment regimen and should be documented
Health Promotion/Health Education 
A concept that "encompasses health education and all other routes to health". It is a term that includes teaching individuals with identified health issues, as well as those individuals who wish to remain well. Includes disease prevention, risk reduction, screening information, self-monitoring information, and lifestyle changes. Contributes to one's empowerment to deal with one's own health.
Clinical Health Promotion 
Health Promotion with patients carried on in a clinical setting and incorporating both health education and patient counseling aimed at behavior change in patients at risk for lifestyle-related illnesses.
Barriers and Obstacles 
Barriers (to teaching are defined as factors that affect the RNs ability to teach)
Obstacles (are client factors that affect learning)
Barriers and Obstacles 
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The Contemporary Role of the Nurse as Educator 
Patients
Families
Groups
Communities
Preceptors
Nurse Educators
Colleagues
Mentors
Interprofessional context for care
Registered Nurses
RNs as part of a team
Unique skills
Shared skills
Collaborative practice
Leadership for patient/client care
Unique position to be a facilitator of the learning process
Nurse's role as Educator/Learner
Clinical Nurse Educator
Patient/family educator
Health promotion
Community nurse/acute care nurse
Community/policy advocate
Nursing education instructor with students
Lifelong learning, Education with other healthcare professionals, Team learning, Guide, navigator, counsellor, advocate, policy development
Hildegard Peplau…every interaction an educative one (1956)
Characteristics of Collaboration Relationships
Coordination: The ﬁrst step is to coordinate activities so that there are no duplications or fragmentation of services.
Cooperation: The partners agree to help one another while providing services across the healthcare continuum.
Collaboration: The partners make a commitment to providing information and resources to reach the identiﬁed goal(s). They share power and are accountable for the outcomes.
Characteristics of Collaboration Relationships 
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Benefits to Building a Collaborative Relationship 
Service
Family centered
Focus on patient experience
Benefits to Building a Collaborative Relationship 
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Team building 
The process of unifying a group of people into a functioning unit so that speciﬁc goals are accomplished. To build a team, the leader must motivate, persuade, coach, and mentor the team members so that they develop "team spirit". It is important to select the right team members so that there will be a "goodness of ﬁt" of personalities, beliefs, values, and interests, which is crucial to developing cooperation.
Team building 
https://www.azquotes.com/vangogh-image-quotes/71/49/Quotation-Simon-Sinek-A-team-is-not-a-group-of-people-that-work-71-49-17.jpg