Self Efficacy Program For Preventing Osteoporosis Among Asian Immigrants

Nurses need to maintain a goal-orientated attitude to finish all the tasks during their shift. Many obstacles may stand in their way, but by keeping their goal in mind will help them make decisions to help accomplish their objectives in a timely manner. A good way to accomplish a task is by creating a SMART goal. A SMART goal for patient-centered care is education. Many times patients are labeled as noncompliant or unruly, but are they? As a healthcare professional it is easy to forget or assume a patient knows why they need to get out of bed, take a medication, or do a certain medical test. Just because a nurse knows the importance does not mean that the patient was educated on the need of any

A patient centered approach is an important element in promoting self-efficacy as it encourages patients to participate in their care and become part of the decision making (Eich, Kiss, Langewitz & Wossmer, 1998). When the patient is excluded from the discussion and decision making of the nursing staff it makes room for a loss of opportunity by the patient for health promotion and self-efficacy. Patients’ perceptions of their level of self-efficacy could either augment or interfere with their health teaching learning abilities. As cited by Kaşıkçı, M. (2011) a central concept in Bandura’s theory (1997), self-efficacy is defined as the degree of confidence that individuals have in their ability to perform specific activities successfully.

I believe that the DNP prepared nurse leaders are in the right position to enter the field of web-based education for the patients. Patients of today’s health care world are more educated and some of them are web savvy. In most cases, patients obtain health information form the web, which may not be from reputable sources. However, educating patients are one of the key roles of nurses, and the DNP prepared nurses have wells of knowledge to guide their patients on this path. For instant, patients with chronic diseases (diabetes, hypertension, COPD, asthma, and HIV need supportive tools for adequate self-management), and the DNP prepared leader have the ability to develop such tools. According to Heinrich, et al (2012) that the key to self –management

Straka (2012) suggested effective HH education in basic nursing curricula may improve adherence in clinical practice. Interactive educational methods include role play, student feedback, cognitive reflection, self-assessment, or use of a fluorescent marker to demonstrate HH effectiveness. Huang et al. (2002) found increased adherence four months after an educational intervention. Hill et al. (2014) found LTCF nurses often received HH training using return demonstration and were more likely to educate residents, family members, or visitors. Ellingson et al. (2014) found having a clinical role model provide HH education helpful.

The leading theory behind this intervention is the empowerment theory. It is designed to enable individuals in trusting their ability to act on their own (self-efficacy), improve

Nursing has evolved throughout the years. However, the patient remains being the focal point of the nursing profession and also in the metaparadigm concepts of: nursing, health, person and environment. These four concepts enhance the holistic person-centered care of the patient with the overall goal “on the patient and the individual’s particular health care needs. The goal of patient-centered health care is to empower patients to become active participants in their care. This requires [nurses] and other health care providers to develop good communication skills and address patient needs effectively” (Reynolds, 2009, p. 1).

Bandura A, Cervone D (1983). Self-evaluative and self efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45 (5): 1017-1028.

The results supported the constructs of attitude, subjective norms and perceived control for the nurses’ promotion of PA to patients. Their beliefs about benefits, risks, and barriers (including their knowledge about PA interventions) of PA promotion significantly impacted the content of patient education activities (p. 241).

Virtually all people can identify goals they want to accomplish, things they would like to change, and things they would like to achieve. However, most people also realize that putting these plans into action is not quite so simple. Bandura and others have found that an individual’s self-efficacy plays a major role in how goals, tasks, and challenges are approached.

However, nurses can alleviate the task by promoting a healthy lifestyle and encouraging the use of prevention strategies. Health education is one of the core strategies in which nurses can implement to help ameliorate these effects, as education and literacy are significant determinants of health. Nurses are the primary source of information in community settings and as an ethical responsibility, nurses must educate patients about their health because they have the right to informed decision-making (CNA, 2012). According to the Canadian Council on Learning (CCL) (2008), well-informed, educated individuals are more likely to manage symptoms, recognize onset of complications and do what is necessary to maintain their health. For this reason, increasing health literacy is a crucial goal in patient education, as individuals living with chronic illness with low health literacy can have barriers to

As a nurse, we are responsible for not only the holistic care of our patients, but also as a collaborator, and advocator, and more importantly, an educator. Many people do not realize the influence that a nurse has over a patient when it comes to education. We are responsible for making sure that the person understands everything about how to care for themselves, and most often we are left to answer any questions that the patient may have regarding to the care to which they or a family member are receiving. With this paper, I was able to fully embrace the educator side of nursing practice.

Bastable asserts that “educating others is one of the most essential interventions that a nurse performs” (2014, p.114). Although in an interventional situation, the patient is the learner, it is just as important that the nurses caring for those patients have current, evidence based knowledge. In either case, two roles exist; educator and learner. Bastable (2014) adds that there are several aspects of the learner that must be assessed in order to competently achieve the educational goal.

Patient education programme designed to improve self-care in hypertension management (nurse-led education session plus patient information booklet)

As part of their daily routine, most nurses educate patients from medications and procedures to home-care and symptom management. Nurses can make the difference, helping patients and their families understand a complex healthcare situation. Often, this teaching takes the form of a handout or brochure, in order to reinforce the teaching once the patient returns home. To foster effective interventions, read these

Human actions, behaviors, participating, and willingness plays a vital and core part in the maintenance, and improving of health, and the prevention of disease for each patient that nurses, doctors, and other health care providers do. I think, without the patient’s willingness, and they resist on listening to nurses, or providers, this can cause a lot of compliance issues. Now, how do we motivate this patient to comply? I think we start within ourselves as nurses. What I mean is that, if we are unhealthy nurses and we are giving and teaching patient diets, exercise, cut down on smoking, these patients can tell, can see, can hear, and can smell if the nurses, doctors, and other health care providers are following the same teaching we are giving them.