Patient Education And Nursing Practice

People do not think computers. Computers do not think. They run programs, that is, a series of commands are done sequentially (one after another). Humans have brains which work in a very different way. They do not process tasks sequentially but very many processes run at the same time. We are consciously aware of a very small amount of the brain's activity. The stuff we are aware of may be described as thoughts, feeling, and emotion thinking.

In order to make desired changes in the nursing profession, a two-year program was launched by Robert Wood Johnson Foundation and the Institute of Medicine (IOM) in order to achieve better changes in the access based issues and changed needed in nursing profession. A committee was appointed by the Institute of Medicine for the check and production of the report in relation to the initiative. The report was released in 2010 which had recommendations for the changes needed in the nursing profession desiring an improvement in the healthcare profession. This paper will highlight the impact that the given recommendations can have on the nursing practice, nursing education and leadership of the nurses in healthcare profession.

Physical development continues to decline as one ages, typically experiencing weakened immune systems and a lessened ability to hear, see, smell and balance as well as before (Broderick & Blewitt, 2015). Because of such challenges, older adults are more prone to failing and hurting themselves, which can compound physical challenges and require adjustments to go about accomplishing once was normal daily life tasks.

Patient education has been a vital role for nurses. Over the years, the importance of educating patients has shown to improve outcomes and decrease re-hospitalization. With the advancement of technology in patient education, it has shown increase patient engagement and helps patients play and active role in their healthcare. These technologies can be used in the hospital, medical offices, at home and even on mobile devices. This gives several different opportunities to education patients and different ways for the patient to choose how they prefer to receive the information. Information technology helps with patient engagement which improves patient satisfaction, experience and positive outcomes (Patmon, Gee, Rylee & Readdy, 2016). These

Prolonged and chronic ethanol (ETOH) use has devastating effects on the gastrointestinal (GI) tract. ETOH is easily absorbed from the intestine and diffuses quickly throughout the body. The bulk of the ETOH is metabolized in the liver. ETOH abuse produces functional and structural changes in the GI tract, such as in the stomach, small intestine, liver, and pancreas (Geokas, Lieber, French, & Halsted 1981). The National Institute on Alcohol Abuse and Alcoholism website (2005) sites statistics indicating 28,175 deaths in 2005 were a direct result of liver cirrhosis. The website goes on to state, “In 1997, liver cirrhosis was the 10th leading cause

Nursing Professional Development is all about having nursing knowledge, practicing, learning principles, management, and leadership and continuing the education. This identifies that nursing specialty is all based on education, learning about new technology about science, medicine, using nursing critical skills research and practice during Nursing Professional Development (ANA). This is the lifelong learning that allows a nurse to develop, maintain and expand competence in professional nursing, and continue to achieve career goals in Nursing Professional.

Getting old and aging are things that have become difficult points for many and despite

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.

The amount of nursing research published every year continues to grow, with an expectation that nurses will understand and apply these research findings. However, understanding statistics is the most frequently reported barrier to nurses applying research in clinical practice. Understanding statistics is important because it allows advanced practice nurses to better understand their patients (infection rates, admission and discharge rates, mortality rates), compare and identify best practices (best dressing types, best intravenous fluids for a given patient) and advance the profession (development of new practices, policies, procedures) and many more.

One cause of the problem is staff and provider routine; this is how the facility has always provided this information to patients. Staff and providers want to stay within their comfort level; therefore, they are reluctant to try new processes.

In the world of registered nursing a mutual respect between the physicians and the nursing staff is crucial to patient centered care. As nurses they are our superiors in the past 50 years the relationship between these two disciplines has changed dramatically. Nurses in the past were viewed as subordinates and they simply performed the tasks assigned to them. It was frowned upon to question any orders from a physician and nurses took on more of a submissive role in patient care. Presently, nurses are part of a multidisciplinary team that works together with other health care providers to come up with strategies for an effective plan of care. Dr. U. (DO) a 30 year old female whose practice is in family medicine in New York shares the same attitudes about her nursing staff. I chose her for a couple of reasons one because she is family and two because family medicine seemed like a great overall platform for this assignment. Plus, maybe part of me wants to know what she really thinks of the nurses sitting around our table at Christmas dinner.

Like most people in American society and culture, when I hear the term aging it is almost always thought of negatively. Americans have become obsessed with finding ways to live a longer and healthier life and when one of those people here the term ‘aging’ it is viewed as a detriment to their thought of living longer. It is often a scary thought because people assume that the best years of their life are behind them. I personally do not feel physically as old as I do mentally. I am weary, however, as life goes on that my body will eventually catch up to my mind. I hope however that I can be healthy all around at an older age because I would hate to be ill and not be able to enjoy life at its greatest potential. I believe that most people, including myself, have the perception that aging limits your mobility. People often assume that the once you get to a certain age you will be limited to where you can live and must be forced into a retirement home. This perception more than likely is false, and perhaps coming from individuals that have seen loved ones not being cared for and have taken a similar path. This perception most likely comes from observation of adults telling younger ones by word of mouth however untrue it may be.

Most professions are identified, recognized, and associated with certain concepts and terminologies that define the particular profession. For the nursing profession, the concepts of health, illness, disease, disability, and wellness are words that most people use to define the role nurses and the practice of nursing. A better understanding of the definition of these terminologies would provide a framework by which clinicians could build upon to create effective practices, educate patients and families and provide awareness to the community resulting in a healthier society.

Patient education plays a vital role in nursing, and as first year nursing students it is important to our career to develop skills in the process of teaching as well as developmental theories. To practice this teaching process, we conducted two interviews with a 19-year-old female currently in the early adulthood stage. Ghorbani, Soleimani, Zeinali and Davaji (2014) state that patient education has been shown to reduced anxiety of patients and improve the satisfaction of health care. Client education is also said to improve the quality of life, helps to reduce illness complications, maximize independence and ensures that continuity of care is present (Bastable, 2014). Although within the health care system things preventing or decreasing the effectiveness of patient education may include nurses not have the knowledge of what to teach or how to teach it and lack of time and resources (Ghorbani et al., 2014). To understand further the important of patient education we must possess a knowledge of the education process including assessment, planning, implementation, and evaluation (APIE) (Bastable & Alt, 2014). Throughout this paper, we will evaluate our use of the educational process by teaching the learner about caffeine.

My philosophy of nursing education grows out of my philosophy of nursing. Much has been said related to healthcare reform, healthcare globalization, and healthcare delivery. A resounding theme in all of these discussions is the need for nurses to take a position of leadership in the healthcare industry (Institute of Medicine, 2010). I believe nurses, as leaders, are uniquely qualified to bridge the gap between the healthcare industry and a rapidly changing global environment. Nurses are educationally in tune to the proposed changes that are being made, yet sensitive enough to address the needs of individuals affected by these changes. In a global community, nurses advocate for the individual.