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Introduction
Teaching is a major aspect of nursing professional role FOCUS outcomes demonstrate extend w/c pts. & significant other learned essential knowledge & skills independent care OR staff RN / nsg. students acquire up-to-date knowledge & skills needed competently & confidently render care consumer variety settings.
TEACHING recognized independent nsg. fxn. Since RN educate others this expanded include concepts health & illness 1918 National League for Nursing (NLN), then National League of Nursing Education (NLNE), observed importance health teaching fxn. within scope nsg. practice
1937 NLN recognized RN agents promotion health & prevention illness all settings w/c practice
1950 NLN id. course content nsg. school curricula prepare RN assume role teachers others Recently NLN dev. 1st certified nurse educator (CNE) exam American Nurses Association (ANA) put forth statements fxn., standards, & qualifications nsg. practice International Council of Nurses (ICN) endorsed RNs role educator essential compontent nsg. care delivery
Today all state nurse practice acts (NPAs) include teaching within scope nsg. practice responsibilities.
Joint Commission (JC), then Joint Commission on Accreditation of Healthcare Organizations (JCHAO), est. nsg. standards for pt. edu. o Standards known as mandates, described type & level of care, treatment, services must be provided agency / organizations receive accrediation
Providers must consider literacy level, edu. background, language skills, & culture every ct. 1970s American Hospital Association 1st dev. Pt.s Bill of Right o Est. guidelines ensure pt. receive complete & current info. concerning diagnosis, treatment, & prognosis terms reasonable expected understand
1995 Pew Health Professions Commission pub. board set competencies believed would mark success health professions 21st century. & role RN educator Provide clinically competent & coordinated care to the public Involve pt. & their families decision-making process regarding health interventions Provide ct. with effective care Ensure cost-effective & appropriate care for the consumer Provide for prevention of illness & promotion of healthy lifestyles for all Americans
2006 Institution for Healthcare Improvement announced 5 Million Lives campaign to reduce 15 million incidents medical harm U.S. hospitals q year.
Sullivan Alliance aimed recruit & educate staff deliver culturally competent care public & increase racial & cultural mix nsg. faculty, students, & staff, who sensitive needs ct.
Once a diseased-orriented approach NOW prevention-oriented approach FOCUS teaching promotion & maintenance of health
Disease-oriented pt. edu. (DOPE) to prevention-oriented pt. edu. (POPE) to ultimately become health-oriented pt. edu. (HOPE)
Training the trainer CI should be up to date with clinical skills & innovations practice & possess knowledge & skills principles teaching & learning to link theory learned class to practice envir.
Social,
Healthy People 2010: Understanding and Improving Health o o Federal govt. document puts forth national health goals & objectives future Dev. effective health edu. programs to assist individuals recognize & change risk behaviors, adopt/maintain healthy practices, & make appropriate use
available services for health care. Growth of managed care o Shifts reimbursement for healthcare services
Economic & social values of reaching out to communities, schools, & workplaces Importance of health edu. to accomplish economic goal of the high costs of health services o Political emphasis productivity, competitiveness in marketplace, & costcontainment measures restrain health series expenses
Concerned about malpractice claims & disciplinary actions for incompetence. o Continuing edu. has become forefront response to challenge of ensuring competency practitioners
RN continue define professional role, body of knowledge, scope of practice & expertise knowledge & skills about how to care for selves & how to prevent disease Demographic tends o Aging population, require emphasis on self-reliance & maintenance of health status over an extended lifespan
Major causes morbidity & mortality o Lifestyle related & preventable through edu. intervention chronic & incurable conditions o Require individuals & families become informed participants to manage their own illnesses
Advanced tech. complexity care & treatment in home & community-based settings o More rapid hospital D/C & more procedures done outpt. Basis are forcing pt. to be more self-reliant
Ct. health literacy essential skill for health outcomes to worldwide Ct. edu. improves compliance, and health & well-being o Better understanding of recommended treatment plans lead cooperation, decision making, satisfaction, & independence regimens
Effectively complications illness & incidence disease Promote adherence treatment plans Max. independence performance activities daily living Energize & empower consumers become actively involved planning of their care
Staff & student edu. competence & confidence RN fxn. independently in providing care consumer goal of quality of care delivered Benefits to RN: o o o o 1st aims o o o Nourish ct. Mentor staff Serve as teachers & clinical preceptors nsg. students job satisfaction Enhanced pt.-RN autonomy accountability in practice Opportunity create change affect lives of others
Edu. process o Systematic, sequential, logical, scientifically bases, planned course of action consisting 2 major interdependent operations, teachings, & learning
The nsg. process focuses planning & implementing care based assessment & giagnosis of physical & psychosocial needs o Outcome happens when physical & psychosocial needs ct. are met
The edu. process focuses planning & implementing teaching based assessment & prioritization ct.s learning needs, readiness, & learning styles o Outcome happens when changes knowledge, attitudes & skills occur
Teaching (Instruction) o Deliberate interventions involve sharing info. & experience meet intended learner outcomes in cognitive, affective, & psychomotor domains according edu. plan
Teaching highly versatile strategy that applied preventing, promoting, maintaining, / modifying variety behaviors in learner receptive, motivated, & adequately informed
Learning o A Change in behavior that observed/measured & occur @ any time / in any place as result exposure envir. stimuli
Pat. Edu. o Process assisting people learn health-related behaviors incorporated into everyday life with goal optimal health & independence in self-care
Process influencing behavior RN producing changes knowledge, attitudes. & skills to help RN maintain & improve competencies delivery quality care
ASSURE o o o o o o o Useful paradigm assist RN organize & carry out edu. process A - nalyze the learner S - tate the objectives S - elect the instructional methods & materials U - se the instructional methods & materials R - equire learner performance E - valuate the teaching plan & revise as necessary
RN must have solid foundation in the principles of teaching & learning Legal & accreditation members, professional nsg. standards of practice made educator role RN integral part high-quality care to be delivered by all RN
RN are: o o o o Giver of info. Assessor of needs Evaluator of learning Reviser of appropriate methodology
Barriers to teaching o Factors that impede RNs ability deliver edu. services
Obstacles to teaching o Factors negatively affect ability learner pay attention to & process information
Factors Impacting the Ability to Teacher 1. Lack of time to teach 2. 3. Early D/C Schedule & responsibilites
Feeling of incompetence / lack of confidence teaching skills Personal characteristics Motivation to teach & skill in teaching
4. 5. 6.
Low priority Environment Absence of 3rd party reimbursment Help pt. edu. Relegate teaching & learning
7. 8. o o o o o o o
Questioning whether pt. edu. effective to improve health outcomes Type of documentation system
Factors Impacting the Ability to Learn Lack of time to learn Stress of acute & chronic illness, anxiety, & sensory deficits Low literacy & functional health illiteracy influence of hospital envir. Personal characteristics Extent of behavioral changes needed Lack of support & lack of ongoing + reinforcemet
Denial of learning needs, resentment of authority, & lack of willingness to take responsibility Inconvenience, complexity, inaccessibility, fragmentation, & dehumanization of HC system
Nonresearch literature on pt. edu. prescriptive nature & tends give anecdotal tips on how to take individualized approaches to teaching & learning o Computer literature reveals literally thousands of nsg. & allied health articles & books on teaching & learning that are available from the general to specific
Research-based studies teach specific population groups about variety of topics Using new tech. of computer-assisted instruction, online & other distance learning modalities, cable television, & internet access health info. for both pt. & staff edu.
Role change of educator from teacher to resource facilitator as well as a shift from learner from being passive to active
Gender issue, influence of socioeconomics on learning, & strategies of teaching cultural groups, & special populations need further exploration Est. a stronger theoretical basis for intervening ct. Emphasis on research in nsg. edu. Further investigation undertaken document cost effectiveness edu. effort in hospital stays, readmissions, personal quality of life, & minimizing complications of illness & therapies o Envir. stimuli, factors readiness to learn, & influences learning styles learner motivation, compliance, comprehension, & ability apply knowledge & skills once acquired