The document discusses the historical foundations and trends affecting the nurse educator role in health care. It covers the purpose, benefits, and goals of patient, staff, and student education. Key points include that health education has long been a nursing role, patient teaching is an independent nursing function, and nursing practice has expanded to include broader health education. The education process involves teaching and learning to achieve intended outcomes. Barriers to teaching include lack of time and preparation for the educator role, while barriers to learning include illness stress and health literacy issues. Research is still needed on new teaching technologies, behavioral outcomes, and cost-effectiveness of education efforts.
The document discusses the historical foundations and trends affecting the nurse educator role in health care. It covers the purpose, benefits, and goals of patient, staff, and student education. Key points include that health education has long been a nursing role, patient teaching is an independent nursing function, and nursing practice has expanded to include broader health education. The education process involves teaching and learning to achieve intended outcomes. Barriers to teaching include lack of time and preparation for the educator role, while barriers to learning include illness stress and health literacy issues. Research is still needed on new teaching technologies, behavioral outcomes, and cost-effectiveness of education efforts.
The document discusses the historical foundations and trends affecting the nurse educator role in health care. It covers the purpose, benefits, and goals of patient, staff, and student education. Key points include that health education has long been a nursing role, patient teaching is an independent nursing function, and nursing practice has expanded to include broader health education. The education process involves teaching and learning to achieve intended outcomes. Barriers to teaching include lack of time and preparation for the educator role, while barriers to learning include illness stress and health literacy issues. Research is still needed on new teaching technologies, behavioral outcomes, and cost-effectiveness of education efforts.
Health Care Historical Foundations of the Nurse Educator Role
Health education has long been
considered a standard care-giving 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. Trends Affecting Health Care
Social, economic, and political forces
that affect a nurses role in teaching: 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 Trends (contd) 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 health literacy increasingly required advocacy for self-help groups 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:
- increases consumer satisfaction - improves quality of life - ensures continuity of care Purpose, Benefits and Goals (contd) - reduces incidence of illness complications - increases compliance with treatment - decreases anxiety - maximizes independence Benefits of education to staff: - enhances job satisfaction - improves therapeutic relationships - increases autonomy in practice - improves knowledge and skills Purpose, Benefits and Goals (contd)
Benefits of preceptor education for
nursing students prepared clinical preceptors continuity of teaching/learning from classroom curriculum evaluation and improvement of student clinical skills Purpose, Benefits, and Goals (contd)
Goal: to increase self-care responsibility
of clients and to improve the quality of care delivered by nurses 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 The Education Process (contd)
Learning: a change in behavior
(knowledge, skills, and attitudes) that can be observed and measured, and can occur at any time or in any place as a result of exposure to environmental stimuli The Education Process (contd) 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 ASSURE Model A useful paradigm to assist nurses to organize and carry out the education process. Analyze the learner State objectives Select instructional methods and materials Use teaching materials Require learner performance Evaluate/revise the teaching/learning process Role of the Nurse As Educator Nurses act in the role of educator for a diverse audience of learnerspatients 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. Role of Nurse As Educator (contd)
Nurses function in the role of educator as:
- the giver of information - the assessor of needs - the evaluator of learning - the reviser of appropriate methodology The partnership philosophy stresses the participatory nature of the teaching and learning process. Barriers to Teaching
Barriers to teaching are those factors
impeding the nurses 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 Barriers to Education (contd)
environments not conducive to the reaching-
learning process absence of 3rd 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 Obstacles to Learning Obstacles to learning are those factors that negatively impact on the learners 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 functional health illiteracy Obstacles (contd)
lack of privacy or social isolation of health-care
environment situational and personal variations in readiness to learn, motivation and compliance, and learning styles extent of behavioral changes (in number and complexity) required Obstacles (contd)
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, and fragmentation, of the healthcare system Questions To Be Asked
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? Questions (contd) 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 ? Questions (contd)
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? Questions (contd)
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? Perspectives on Research in Patient and Staff Education
most nonresearch-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 Perspectives on Research (contd)
further investigation is needed on the cost-
effectiveness 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 THANK YOU