Nursing Education Handout Analysis

Health promotion brochure should be written at an appropriate grade level for the consumer to understand. According to Helmig (2006) The familiar brochures, tent-cards, checklists, posters, and newsletter, and mainstays of physicians’ offices and waiting rooms serve as important resources for patients, but they often do not speak to patients in a language they can understand ( p 82). The readability of this brochure according to SMOG is at a 10th grade level. Research shows that more than 20% of adults read below the fifth grade level. Examples in the brochure that would be difficult for the consumer to understand is under the heading “About your Diabetes.” This information is confusing and need more clarification to help the consumer understand and interpret the information that is given. According to Safeer & Keenan (2005), health literacy is basic reading that allows a person to function in the health care environment. The authors’ also stated elderly consumers are predominantly affected because of their reading and comprehension abilities are influenced by their vision and hearing status (p. 463).

Over 33 years of nursing experience ranging from staff nurse to nurse administrator, in the areas of long-term care, psychiatric nursing, managed care, disease management, and case management. A flexible and practical team player, with excellent organizational and time management skills.

During this class I had a lot of important information, positive certain acts, and special normative behavior to be as a professional nurse. The most thing I really concern about a caring, everyone on the earth needs caring, as a professional nurse I have to provide good emotional, and health caring for everyone as a human being.

The content of this pamphlet is very strong from a health standpoint and also from a reading standpoint. It is easy to follow, but not childish in nature. There are simple, practical tips that can be followed, and there is enough content to feel as though something was learned. Still, it is very easy to get through and there is not so much content that one feels he or she has to read a lot to get the information. That is the mark of a high-quality pamphlet that can really help people with their health.

This objective allows learners to know that they will be given tools to assess a patient’s health literacy as well as tools to create individual education plans specific to each patient’s need. The second objective states that staff will be able to assess a patient's learning style and incorporate those kinds of activities in their teaching of each patient. This learning objective sets the learner up for receiving instruction on how to assess a patient’s learning style and how to apply that knowledge to how to teach their patient. These objectives give the staff the tools to properly and adequately teach patients in a way that they can understand and apply what they have learned without fear of

The national league for nurses defines critical thinking in the nursing process as “a discipline specific, reflective reasoning process that guides a nurse in generating, implementing, and evaluating approaches for dealing with client care and professional concerns” (Kozier, 2008). This definition is imperative to help a nursing student learn how to think in terms of nursing care. Nursing students must achieve a comprehensive understanding of critical thinking in order to understand the nursing process. The purpose for this paper is for nursing students to learn how to use the nursing process, how to properly document their findings and assessments, and correctly implement APA formatting in a formal paper.

The learning process during this course (Advanced Nursing Research: NURS 5301) has been quite a lot. We dealt with the importance of research and evidence-based practice (EBP) in nursing and it has being quite revealing and extensive in contents. The course contents and assignments were in-depth and time-consuming, mostly the literature review paper nevertheless they were informative and educative. The course promotes critical thinking and judgment, more so, the materials and assignments were based on how clinicians will be able to identify a need for change in the current practice and ask the right questions, which in turn generate research that will lead to EBP.

“Advanced nursing practice is the deliberative diagnosis and treatment of a full range of human responses to actual or potential health problems.” (Calkin, 1984). Advanced nurse practitioners attempt to maximize the use of knowledge and skills and improve the delivery of nursing and health care services. The field of advanced nursing practice differs from basic practice as the former requires clinical specialization at the master’s level. At this level, nurses become expert practitioners whose work includes direct and indirect patient care. Direct patient care involves caring for patients and their families; this is the focus of my section on nurse clinicians. Indirect patient care includes work as an educator, researcher, and a

1. We will provide coloring sheets for the younger children with several fruits and vegetables in each color group. We will provide an attractive display of rainbow foods for sampling.

Effective teaching involves acquiring the knowledge about the topic, patient’s educational background, culture and language. Low health literacy, cultural barriers and limited English proficiency have been coined the “triple threat” to effective health communication by the Joint Commission (Schvve, 2007). Nurses should continually develop their ability to practice cultural self-awareness so as to recognize their cultural and linguistic assumptions and biases (Purnell & Paulanka, 2008, Racher & Annis, 2007). We should also involve other healthcare professionals in teaching patients on prevention, health maintenance rehabilitation, and curative of diseases.

The orientation process for new hires lasts six weeks. The new nurse attends nursing orientation for one week and then is assign a preceptor on the unit for each shift. The DPCS introduces the new employee to their preceptor. This nurse works three weeks on the day shift, one week on the evening shift and one week on the night shift working with both medically acute rehabilitation patients and surgical patients. Nurses receive extra days of their orientation with patients that the nurse has limited clinical experience such as a nurse with postoperative experience will work more with the medically acute rehabilitation patients to practice new skills. For new graduates their orientation is individualize and can last from 8-16 weeks.

During week 4 on a medical surgery unit a teaching project was conducted on patient DH room 39 bed 2. The purpose of the teaching project was to educate the patient about the importance complying with her insulin regimen. More importantly, ensuring that DH knew how to self-administer her own insulin. The patient was aware of being on insulin however lacked the knowledge on how to administer her insulin, when to administer her insulin, and the appropriate site to administer her insulin. Being that this patient stated that she was unaware of how to administer her insulin, she could be considered to have low health literacy skills. In order to ensure effective teaching, this potential obstacle needed to be recognized and a patient-centered, shame-free environment should be created (Cornett, 2009). This paper will discuss necessary background information, a specific nursing diagnosis, outcomes, and evaluations that were used in conducting this teaching project.

Therefore, the nursing professionals concluded that he was a visual learner. Denis received PILs by the Department of Health, NHS and Wellbeing Pharmacy containing images showing ways to quit smoking, tips with benefits of stopping smoking and up to date statistics that he found useful. These PILs were discussed in smoking cessation sessions that Denis was a regular attender. This was done so that Denis can use his understanding to make better choices regarding his health. Denis continued to receive clear firm advice on stopping smoking given to him verbally in-group sessions, as well as one to one. The PILs and sessions were helpful to Denis as they challenged him, kept him focused and improved his understanding about the benefits of smoking cessation as well as the dangers associated with smoking. This was confirmed by the Canadian Council on Learning (2008), who reported that clear communication and use of plain-language on PILs, would help health professionals bypass communication barriers faced by service users. This would make it easier for Denis to read, understand and process information

This assignment will present a nursing care study of a patient on a cardiac ward. The patient will be referred to as Ann to maintain confidentiality (NMC, 2008). Ann’s consent was gained prior to starting this care study. The care study will be developed using the Nursing process and the Roper, Logan and Tierney model. These will both be outlined. The assignment will focus on the assessment process and one problem identified during the assessment and the nursing care which followed this.

As nurses, one of our responsibilities is to educate and assess our patient’s learning needs. It is important for us to evaluate their health behaviors and identify areas where there may be a necessity for additional teaching. For example, Chronic Obstructive Pulmonary Disease (COPD) is common among the elderly population. COPD affects nearly thirteen million adults in the U.S. Although the disease is preventable and treatable, it is the third leading cause of death, 120,000 deaths every year are related to COPD. Chronic obstructive pulmonary disease is characterized by persistent airflow limitation that is slowly progressive (Lewis S.M., 2015). COPD is a chronic inflammatory response of the airways, related to factors such as smoking,