Patient education is defined as a health information and instruction to help patients learn about specific or general medical topics. These may include the need for preventive service, the adoption of healthy lifestyles, the correct use of medications,
and the care of diseases or injuries at home (Medical dictionary).
The most effective patient-teaching technique is to assess the patient abilities, readiness, and needs to learn.
During my level two clinical rotations, I had the opportunity to teach patients about their disease process. My first teaching session was with a seventy-year old male patient with hypertension, I had a bad experience because I wasn't prepared to do a patient education that day.
While the nurse aide was taking
Friedman, A. J., Boyko, S., Cosby, R., Hatton-Bauer, J., & Turnbull, G. (2009). Effective Teaching Strategies and Methods of Delivery for Patient Education. 37.
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.
Develop teaching methods that will help patients and colleagues to learn about valuable technique for improving care.
Two priorities for patient education are safety and pain management. For safety, she needs to understand that she is NPO, which means she cannot have anything by mouth, including foods, drinks, or medications. She also needs to understand that she is not supposed to pull out her foley catheter.
Readiness to learn deals with a patient’s willingness and ability to become involved in a given learning activity, their aroused interest or curiosity to learn, their experiential background, and physiologic/developmental maturation (Miller & Stoeckel, 2011, p. 97). It is most intense when a patient’s life situation necessitates new knowledge, attitudes or skills. The first level of readiness to learn involves the patient verbalizes no interest in health education and avoids the topic; the patient holds the medical team solely responsible for their health and lacks the abilities required for learning (Miller & Stoeckel, 2011, p. 98). The second level of readiness to learn consists of the client verbalizing some interest in health education and willingness to follow some health team
Teaching-learning session is almost the same to the nursing process that is used in clinical settings (Habel,2006). In the learning process, the initial step is assessment of the learners understanding towards their health condition, which is then followed by the questions what do they need to learn and what will be the appropriate approach to teach them (Habel, 2006).
Improving patient care has become a priority for all healthcare providers with the whole purpose of achieving a high degree of patient satisfaction (Rao, 2002). Having an Idea to improve patient care, I would keep communications in many ways as possible. I think with the more ways you can communicate, the better the chances to discuss with the upper management about ways to improve patient care. The first step in the process to present a project to the upper management is preparation and lots of planning which is creating a thorough research about what is going to be proposing or presented to the group of people. Then the next step is to make a plan on how the idea is going to be presented. An important task to remember is to discuss the topic
Improving patient care is a process that always has room for improvements. It is important to make sure patients receive the best quality care available. "Studies suggest that high quality patient care relies on careful documentation of each patient 's medical history, health status, current medical conditions, and treatment plans" (Glandon, Smaltz, & Slovensky pg.3). To help with the process of quality care for patients HIPAA laws have been set in place. "The Administrative Simplification provisions of the Health
Education plays a major part in enabling us to have an excellent patient outcome, but we also have to include experience and knowledge into this equation. The
After identification of a patient teaching need the next step in the teaching process is establishing a measurable goal. “Teaching goals are broad in scope and set down what is expected as the final outcome of the teaching and learning process” (Wilkinson & Van Leuven, 2007, p. 538). In order to achieve a high level of standard, teaching goals need to be specific, measurable, attainable, realistic and timely. For our example, the teaching goal for J.L. and his diabetic foot care is as follows: Client is able to state five things he can do to prevent diabetic foot complications by the end of the teaching session implemented on Sunday January 24, 2012. Specifically, the five items J.L. will identify are to monitor and manage his diabetes, inspect feet daily, wash feet with warm water while drying between toes and apply moisturizing cream to feet daily (not between toes), avoid walking barefoot or with unfitted shoes, and calling the doctor should he notice any changes in his feet.
Moreover Schwenk 2015 saw demonstration a very effective strategy for clinical teaching which can be used by clinical instructors, both in face to face teaching environments and in web based distance learning in the form of video or interactive programs such as resource to aid the development of the students in areas such as critical thinking, decision making about patient care and documentation of care provided. However proper demonstration and practice on models, fellow learners and patients would allow the learner to see and perform the procedure correctly, albeit with hesitation and anxiety, and thus become consciously competent. The use of demonstration as a teaching approach within the clinical setting has proven to be valuable and
The process for documenting patient care as a vital part of nursing practice had been recognized way back when Florence Nightingale started and formalized the process. She pioneered the development of forms that helped nurses and other caregivers to communicate well and effectively (Abbott, 2003). Charting in its many forms like technology, have evolved over time to meet the ever changing needs in healthcare practice yet little has changed in the actual format of documentation until the arrival of computers were introduced in the late 20th century.
Tina’s foot injury is what brought her to the hospital. Tina has diabetes and stated that she only watched what she ate and drinks diet sodas. She needs education concerning her diabetes and an understanding that fluctuations in her blood sugar can cause serious health problems. The first objective is to teach Tina to properly care for and maintain healing of her right foot abrasion. The second objective would be for Tina to recognize signs and symptoms of hypoglycemia and hyperglycemia and understand what she needs to do to remedy these states of her diabetes. Instructional methods chosen would be a combination of both one-on-one and demonstration and return demonstration. Patient hospitalize for four days allows the opportunity to find many teaching moments that allows discharge instructions to be a review of material, knowledge and hands on of the various moments of teaching. I prefer one-on one instruction because it allows
This essay aspires to describe the value of patient teaching during clinical setting. Although there is no single teaching tool, some of them are more effective than others based on the patient’s ability to learn, preferred learning style, and which domain of educational activities of learning this has. I practiced patient’s teaching in a clinical setting that has guided my research on the concept of teaching. The literature stresses that patient teaching is essential to expertise in clinical practice and should be meticulously taught to students and beginner nurses. Patient education requires being comprehensive and simply explicit.
Ensuring the right patient care to the correct patient is an essential, every day part of nursing care (Dhatt, Damir, Matarelli, Sankaranarayanan, & James, 2011). Failure to follow out correct procedure-patient matching may lead to incorrect interventions or treatments being performed on the wrong person (Zipperer, 2014). Unfortunately, this can sometime result in negative effects on patient outcomes, or even sentinel events (Zipperer, 2014). According to the Australian Commission on Safety and Quality in Health Care (ACSQHC) in 2008-09 there were eleven events in Australia with procedures involving the wrong patient or body part resulting in a death or major permanent loss of function (2012). In Australia, healthcare is governed by ten standards. Patient Identification and Procedure Matching is Standard Five under the National Safety and Quality Health Service (NSQHS) Standards, governed by the ACSQHC. As such it is critical, that performance and compliance against the standards is measured on a regular basis. In the ward environment, I am the representative for standard five. Part of my responsibilities, apart from being a clinical resource to fellow caregivers, is to undertake audits and implement quality improvement initiatives within the ward setting to ensure safer patient care. An audit completed recently will be reflected upon using Driscoll’s What? So What? Now What? Reflective framework (Bulman & Schutz, 2013). Throughout which, analysis will be