Nursing has long included an educational component, with patient teaching recognized as a core nursing function. The nurse educator role has evolved in several ways, such as through the establishment of standards and mandates requiring patient education. While nurses face barriers to effective teaching like lack of time, their role as educator extends beyond patient teaching to include students, staff and the public. Ongoing issues involve ensuring education is tailored to diverse learners and coordinated between healthcare teams.
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
Among the many models of health related quality of life, Pender’s Health promotion behavior model helps to identify factors influenced the decisions and actions of individuals that were made to prevent disease and promote a healthy lifestyle.
BIOGRAPHY OF FAYE GLENN ABDELLAH, AS AN EDUCATOR AND RESEARCHER, INFLUENCED FAYE ANDELLAH IN THE DEVELOPMENT HER OWN MODEL OF
NURSING, ABDELLAH’S TYPOLOGY OF 21 NURSING PROBLEMS, ASSUMPTION, CONCEPT, STEPS TO IDENTIFY THE CLIENT’S PROBLEM, 11 NURSING SKILLS, USE OF 21 PROBLEMS IN THE NURSING PROCESS AND LIMITATIONS
Among the many models of health related quality of life, Pender’s Health promotion behavior model helps to identify factors influenced the decisions and actions of individuals that were made to prevent disease and promote a healthy lifestyle.
BIOGRAPHY OF FAYE GLENN ABDELLAH, AS AN EDUCATOR AND RESEARCHER, INFLUENCED FAYE ANDELLAH IN THE DEVELOPMENT HER OWN MODEL OF
NURSING, ABDELLAH’S TYPOLOGY OF 21 NURSING PROBLEMS, ASSUMPTION, CONCEPT, STEPS TO IDENTIFY THE CLIENT’S PROBLEM, 11 NURSING SKILLS, USE OF 21 PROBLEMS IN THE NURSING PROCESS AND LIMITATIONS
The challenges faced by nursing administrators are many and varies. An overview of such challenges will be helpful in working towards the managerial solutions.
Nurses’ patient education is important for building patients’ knowledge, understanding and preparedness for self-management. The ultimate goal of patient educational program is to achieve long-lasting changes in behavior by providing patients with the knowledge to allow them to make autonomous decisions to take ownership of their care as much as possible and improve their own outcomes.
CONCEPT OF PATIENT EDUCATION
Education on health issues is necessary for a patient’s physical and mental health.
Everybody finds themselves in situations where they require special knowledge and skills in order to meet their basic needs and sustain their lives.
All patients have the right to be educated on maintaining their health, disease prevention, and health promotion.
Health promotion is the process of advancing knowledge, influencing attitudes, and determining relevant solutions so that people can make informed choices, change their behavior and subsequently attain a desirable level of physical and mental health improve their social and physical environment.
Effective patient education starts from the time patients are admitted to the hospital and continuous until they are discharged. Nurses should take advantage of any appropriate opportunity throughout a patient’s stay to teach the patient about self-care.
The self- care instruction may include teaching patients how to inject insulin, bathe an infant or change a colostomy pouching system.
MEANING OF PATIENT EDUCATIONThe Latin origin of the word doctor “decree” means “to teach" and the education of patients and their families, as well as communities, is the responsibility of all physicians.
Family physicians are uniquely suited to take a leadership role in patient education.
Family physicians build long- term, trusting relationships with patients, providing opportunities to encourage and reinforce changes in health behavior.
Patient education enables patients to assume better responsibility for their own health care, improving patients’ ability to manage acute and chronic disorders.
Patient education provides opportunities to choose healthier lifestyles and practice preventive medicine.
Patient education attracts patients to the provider and increases patients’ satisfaction with their care, while at the same time decreasing the provider’s risk of liability.
Patient education promotes patient-centered care and as a result, patients’ active involvement in their plan of care.
Patient education increases adherence to medication and treatment regimens, leading to a more efficient and cost- effective health care delivery system
Patient education ensures continuity of care and reduces the complications related to illness and incidence of disorder/disease.
Patient education maximizes the individual’s independence with home exercise programs and activities that promote independence in activities of daily living as well as continuity of care needed
MR. BHUSHAN R JOSHI (IV B. BSc. NSG
The curriculum must reflect the needs of patients and be immediately relevant and applicable to the central role of nurses: caring for patients.”
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
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Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
2. Historical Foundations of the
Nurse Educator Role
• Health education has long been considered
a standard caregiving role of the nurse.
• Patient teaching is recognized as an
independent nursing function.
• Nursing practice has expanded to include
education in the broad concepts of health
and illness.
3. Historical Foundations (cont’d)
• American Hospital Association (AHA)
– Patient’s Bill of Rights ensures that clients
receive complete and current information.
– Patient education was a significant part of
Patient’s Bill of Rights.
• The Joint Commission (TJC)
– Accreditation mandates require evidence of
patient education to improve outcomes.
4. Historical Foundations (cont’d)
• Healthy People 2000, Healthy People 2010, and
Health People 2020 established educational
programs.
• Pew Health Professions Commission
– Put forth a set of health profession
competencies for the 21st century
– Many of the competencies deal with teaching.
5. Evolution of the Teaching Role of
Nurses
• In nursing, patient education has long been a
major component.
• Florence Nightingale was the ultimate educator.
• National League of Nursing Education (NLNE),
now the National League for Nursing (NLN)
– Observed in 1918 that health teaching is an
important function within the scope of
nursing practice
6. Evolution of Teaching Role (cont’d)
• American Nurses Association (ANA)
– Responsible for establishing standards and
qualifications for practice, including patient
teaching
• International Council of Nurses (ICN)
– Endorses health education as an essential
component of nursing care delivery
7. Evolution of Teaching Role
(cont’d)
• State Nurse Practice Acts
– Universally include teaching within the scope
of nursing practice
– Nursing career ladders often incorporate
teaching effectiveness as a measure of
excellence in practice.
8. Trends Affecting Health Care
Social, economic, and political forces that
affect a nurse’s role in teaching:
• Federal initiatives outlined in Healthy People
2020
• Growth of managed care
• Increased attention to health and well-being of
everyone in society
• Cost-containment measures to control
healthcare expenses
• Concern for continuing education as vehicle to
prevent malpractice and incompetence
9. Trends (cont’d)
• Expanding scope and depth of nurses’ practice
responsibilities
• Consumers demanding more knowledge and
skills for self-care
• Demographic trends influencing type and
amount of health care needed
• Recognition of lifestyle related diseases which
are largely preventable
• Increased prevalence of chronic conditions
10. Trends (cont’d)
• 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
11. Purpose, Goals, and Benefits of
Client and Staff Education
Purpose: To increase the competence and
confidence of clients to manage their own
self-care and of staff and students to deliver
high-quality care
Benefits of education to clients:
– Increases consumer satisfaction
– Improves quality of life
– Ensures continuity of care
12. Purpose, Goals, and Benefits
(cont’d)
– Decreases client anxiety
– Reduces incidence of illness complications
– Promotes adherence to treatment plans
– Maximizes independence
– Empowers consumers to become involved in
planning their own care
13. Purpose, Goals, and Benefits
(cont’d)
Benefits of education to staff:
– Enhances job satisfaction
– Improves therapeutic relationships
– Increases autonomy in practice
– Provides opportunity to create change that
matters
14. The Education Process
Definition of Terms
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
15. The Education Process (cont’d)
Learning: 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
16. The Education Process (cont’d)
Patient Education: The process of helping
clients learn health-related behaviors to
achieve the goal of optimal health and
independence in self-care
Staff Education: The process of helping
nurses acquire knowledge, attitudes, and
skills to improve the delivery of quality
care to the consumer
17. ASSURE Model
A useful paradigm to assist nurses to organize
and carry out the education process
Analyze the learner
State the objectives
Select instructional methods and materials
Use instructional methods and materials
Require learner performance
Evaluate/revise the teaching plan
18. Contemporary Role of the Nurse
As Educator
• 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.
• Despite the varied levels of basic nursing
school preparation, legal and
accreditation mandates have made the
educator role integral to all nurses.
19. Role of Nurse As Educator (cont’d)
• The partnership philosophy stresses the
participatory nature of the teaching and
learning process.
• The new educational paradigm focuses on
the learner learning.
– Instead of the teacher teaching
– The nurse becomes the “guide on the side.”
20. Role of Nurse as Educator (cont’d)
• Nursing education transformation
– Gap between nursing education and practice
• Patient engagement
– Nursing Alliance for Quality Care (NAQC) goals:
Consumer-centered health care, performance
measurement and public reporting, advocacy,
and leadership
21. Role of Nurse as Educator (cont’d)
• Quality and safety education in nursing
– Robert Wood Johnson Foundation (RWJF)
Quality and Safety Education in Nursing (QSEN)
competencies:
• Patient-centered care
• Teamwork and collaboration
• Evidence-based practice
22. Role of Nurse as Educator (cont’d)
– RWJF Quality and Safety Education in Nursing
competencies (cont’d):
• Quality improvement
• Informatics
• Safety
23. Role of Nurse as Educator (cont’d)
• Institute of Medicine (IOM)
– The Future of Nursing: Leading Change,
Advancing Health
• Written in response to the Affordable Care Act
• Describes the role of nursing in a transformed
healthcare system
24. Role of Nurse as Educator (cont’d)
• Institute of Medicine (cont’d)
– The Future of Nursing recommendations:
• Remove scope of practice barriers
• Expand opportunities for nurses to lead in
collaborative efforts
• Implement nurse residency programs
25. Role of Nurse as Educator (cont’d)
• Institute of Medicine (cont’d)
– The Future of Nursing recommendations
(cont’d):
• Increase proportion of nurses with baccalaureate
degrees to 80% by 2020
• Double number of nurses with a doctorate by 2020
26. Role of Nurse as Educator (cont’d)
• Institute of Medicine (cont’d)
– The Future of Nursing recommendations
(cont’d):
• Prepare and enable nurses to lead change to advance
health
• Build infrastructure for the collection and analysis of
data
• Ensure that nurses engage in lifelong learning
27. Barriers to Teaching
Barriers to teaching are those factors impeding
the nurse’s ability to optimally deliver
educational services.
Major barriers include:
• 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
28. Barriers to Teaching (cont’d)
• 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
29. Obstacles to Learning
Obstacles to learning are those factors that
negatively impact on the learner’s ability to
attend to and process information.
Major obstacles include:
• Limited time due to rapid discharge from care
• Stress of acute and chronic illness, anxiety,
sensory deficits, and low literacy
• Low literacy and functional health illiteracy
30. Obstacles (cont’d)
• Loss of control, lack of privacy, and social
isolation of hospital environment
• Situational and personal variations in readiness
to learn, motivation and compliance, and learning
styles
• Extent of behavioral changes (in number and
complexity) required
31. Obstacles (cont’d)
• Lack of support and positive reinforcement from
providers and/or significant others
• Denial of learning needs, resentment of authority,
and locus of control issues
• Complexity, inaccessibility, fragmentation, and
dehumanization of the healthcare system
32. Questions to Be Asked about
Teaching and Learning
The following questions can be posed about the
elements of the education process, the role of the
nurse as educator, and the principles of teaching
and learning:
• How can the healthcare teams work together
more effectively to coordinate educational
efforts?
• What are the ethical, legal, and economic issues
involved?
33. Questions (cont’d)
• Which theories and principles support the
education process?
• What assessment methods and tools can be
used to determine learning needs, readiness
and styles?
• Which learner attributes positively and
negatively influence education efforts?
• What can be done about the inequities in the
delivery of education services ?
34. Questions (cont’d)
• Which elements need to be taken into account
when developing and implementing teaching
plans?
• Which instructional methods and materials are
available to support teaching efforts?
• Under which conditions should certain teaching
methods and tools be used?
• How can teaching be tailored to meet the needs
of specific clientele?
35. Questions (cont’d)
• What are the common mistakes made in the
teaching of others?
• How can teaching and learning best be
evaluated?
What other questions might you ask?
36. State of the Evidence
• 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 Internetbased health information sites.
37. State of the Evidence (cont’d)
• Further investigation is needed on the costeffectiveness of education efforts.
• Future research must address:
– Gender issues
– Measurement of behavioral outcomes
– Effects of educational interventions
– Theoretical basis for education in practice
– Cost-effectiveness of educational efforts