Bastable Journal Summary

Being a student in the UW nursing school, I can not only take advantage of the special classroom settings, but also the advanced technology. With classroom settings designed for active learning, it gives me opportunities to share my thoughts and ideas with other students. Instead of listening passively, we would work as a team to find out the best solution for patients. Besides, the unique state-of-the-art technology allows me to practice and apply my knowledge in a simulated hospital setting. Since every practice is recorded, I can take a look at those videos several times and self-reflect. Thus, I can correct my mistakes and improve.

Choosing the correct teaching method is important to help the learner retain and learn information in an effective and efficient way. Tobacco use is a health related topic that needs further education and intervention from a nurse. Group discussion and demonstration, and return demonstration are two teaching methods of interest to me, which I believe will be beneficial to use when educating a small group of five people about this health-related topic are. Group discussion involves the deliverance of medical information or education to a small group of individuals which may include their family so information, opinions can be exchanged with the nurse. This is simple way to deliver information to more than one person at one time if time management is a concern, and the nurse is able to build trust and rapport with the group as a whole. Demonstration and return demonstration works more effectively in a small group and involves education or teaching with the nurse and learner(s). This method also allows time for feedback from both parties. The nurse gives the learner a demonstration of a task to perform and the learner has to attempt to carry out the task back showing competence, and the nurse is on standby to give cues as needed.

If the patient may become upset or nurse must ask intimate questions, I find an empty room, wait until the patient’s roommate has left for a while, or use an empty treatment room or office. For instance, one-to-one instruction method is one of teaching method that I can use in my teaching because it can be tailored to patient learning needs and focused on a patient's specific self-management plan. For example, patient learns how to inject insulin effectively through one-to-one instruction. It also provides an opportunity for both the nurse and the patient to communicate knowledge, idea, and feelings primarily through oral exchange, although nonverbal messages can be conveyed as well.

Friedman, A. J., Boyko, S., Cosby, R., Hatton-Bauer, J., & Turnbull, G. (2009). Effective Teaching Strategies and Methods of Delivery for Patient Education. 37.

Although teaching may be done first, last, or in the middle of patient care, teaching is a very important part of the nursing process. Teaching is important for the patient and family to understand the importance of their care, and it allows them to make an informed decision on the care they receive. To appropriately teach a patient we must look at the patient’s background, make a nursing diagnosis, develop behavioral objectives, outline the teaching plan, and evaluate the teaching’s effectiveness.

The use of evidence-based teach-back techniques provides nurses with the necessary tools to assess the patient’s health literacy while confirming effective learning. Educational interventions implementing “teach-back” have proven to be successful in evaluating retention and comprehension of patient education material (Bobay et al., 2015; Kornburger et al., 2013). Teach-back methodology is an evidence-based strategy utilized at the bedside to verify understanding and reinforce important discharge information (Kornburger et al., 2013). Teach-back, also known as the “show me” and “repeat back” technique, is used as a strategy to minimize miscommunication between patient and nurse (National Quality Forum, 2005; White et al., 2012). The National Quality Forum (NQF) has promoted the teach-back method as “one of thirty-four proven safe practices mitigating medication errors and adverse events “(Jager & Wynia, 2012, p.295). Furthermore, the Joint Commission (JC), Institute for Healthcare Improvement (IHI) and the Agency for Healthcare Research and Quality (AHRQ) support the use of teach-back as best practice when completing discharge teaching to ensure positive outcomes (Jager & Wynia, 2012; Kornburger et al., 2013; White et al., 2012). Instituting best practice, as well as communication that is timely, accurate and understood by the patient can reduce adverse events and

practicum goal was to achieve the objective outcomes positively at end of the course. The effectively organized syllabus of the course, and the expert guidance with enriched subject oriented instructions by the instructor Dr. Sellars effort created the thorough understanding of the nursing educator core competencies to align with the Scope of Practice for Academic Nurse Educators 2012 Revision (National League Nursing, 2012). Although I am in the clinical education practice, still I have the plan to extend as the clinical instructor for the student nurses in near future. I prepared to begin with traditional classroom teaching, thereby I can challenge any group of audiences to face to face in teaching or delivering messages through public speaking.

teaching is a very important aspect to nursing. It is vital to provide the patient with knowledge and information. Educating the patient and family with help with anxiety and ensure the patient receives the best care. The teaching process should be continued and constant throughout the patient’s entire stay. You should educate them on medications, diet, positioning, signs and symptoms of infection, incision care etc. Keeping the patient updated on plan of care will help the patient and nurse to achieve the overall goals.

14 Reed, S. & Price, J. (1991). Audit of clinical learning areas. Nursing Times, 87, 57-58.

Nurses perform the majority of patient education, and it is essential since it determines the success of interventional outcomes. The nurse should understand the patient’s characteristics, circumstances, resources and support system. In this week’s reading, we learned about the aspects that influence learning such as learning determinates, developmental stage, gender, culture, and socio-economics. In this paper, I will discuss the impacts of these factors and relate how this information will improve my clinical teaching.

I do agree with your statement that by just reading the patient’s discharge instructions of teaching, it does not mean the patient understands it or that the discharge teaching was effective. As a nurse, every patient is different and have different learning styles. As a nurse, your job is to find out if your patient learns best by watching videos, reading, a hands-on approach or by written material. You would also want to consider the patient’s limitations and strengths. Do they have a disability? The best way to find out if the teaching has been effective is to ask patients explain what you just taught them. Lastly, including family members in the patient teaching helps the chances of the teaching being applied.

Significant instruction be capable of gain as of knowledgeable coaches. Passionate support can likewise be given by shaping a decent relationship between the tutor and the mentee. “The socialization of the novice practitioner to the alien learning environment is crucial in the development of student nurses. Mentors play a big role in the socialization process, not only from a behavioral or professional perspective, but also from a role-model aspect as well, whereby aspiring nurses can imitate the ‘good nurse’, the nurse that the student will one day hope to become: ‘I want to be a nurse like her/him’ (Vinales, 2015,

As a healthcare provider, you have to engage patient in their care, what they want done, and what are their goals while they are under your care. The nurse in the article did not show her competency in dealing with an elderly patient. As a nurse, you have to assess the learning ability, styles, and needs of your patient. Don’t assume that they all learn the same way. Some patients may be comfortable with computers, while others are more comfortable with paper. In either circumstances, you have to be prepared in what your patient needs. I agree with Millen (2015) that “many patients need a translator, or guide, with the abilities and skills necessary to assist patients with their health information” (p. 22). Nurses are the first line of patient

Teach-back methodology is the new, modern way to teach patients what they need to know prior to discharge from the hospital. Rather than asking the traditional yes or no question, this method makes sure the patient and/or their families understand and can teach-back the instructions given by their health care team. The method is successful when a patient can verbalize and demonstrate back what was explained and shown. Teach-back methodology is a motivate and interactive way for healthcare providers to communicate step-by-step instructions to patients/families to evaluate and recall their understanding of what needs to be performed in order to provide an improved patient health outcome at discharge, especially during transitions between healthcare settings.

I see nurses and patients at your facility have remarkable tools to engage in successful learning. I do agree with the evaluation process that is effectively done at the facility. Teach-back method is a patient-centered approach that maybe used to confirm the patient understands. The teach-back allows the nurse to close the gap in the teaching process. It provides opportunity to clarify and answer questions patients may have (Smith & Zsohar, 2013)