What Are The Three Determinants Of Learning In Patient Education

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).

Nursing is a dynamic profession and life long learning is essential for nurses to stay current with the increased complexity of the healthcare needs of today and into the future. In other words, the needs of our patients are changing, as we must change in order to be prepared to better serve that need.

The nurse’s role would be to evaluate first the patient’s level of understanding of their disease. It is important to also include a patient’s support system when teaching. The nurse must give the patient information about his or her condition in a form he or she can easily understand so the patient can develop a genuine comprehension of the disease process. After the patient has a good comprehension of the disease, he or she can then apply this knowledge to his or her own situation. When this knowledge is applied to a patient’s own situation, the patient is then able to ask questions and form a new way of thinking about living with the disease. When these steps are accomplished, the patient will then be able to create a plan that would help in achieving his or her goals in regards to living with the disease process. As nurses caring for patients with chronic illnesses, recognizing where patients are at in their journey with learning about their chronic illness, and meeting them where they are will help when educating and guiding them to the next step.

As nurses, we are constantly assessing the patients we care for. Preparing for the assessment includes obtaining personal patient information that is most definitely influenced by the culture(s) that the patient is part of (Weber & Kelley, 2014). Preparing one’s self prior to assessment by setting aside personal cultural biases is also an important

| In the nursing education the student should be helped to appreciate that not all patients are going to leave the hospital disease free, and that as nurses there is a need to learn that we need to help them in any way we can to achieve their maximum amount

Teaching and learning methodologies, principals, styles or approaches are perhaps the most challenging for nurses. Not only are nurses diverse in culture, sex, age, socioeconomic and religion, we are also part of a discipline that is diverse in practice. It is necessary to acknowledge our own beliefs, biases as it relates to other culture groups so that we don’t unintentionally create barriers to learning.

Culture is a multifaceted characters of a diverse sets of people that have a common ground on values, languages, emotions and identity. It is a symbolic communication perpetuated in a much larger society that influence by means of conditioning and imitation from one generation to the next. Knowledge of cultural diversity is crucial at all levels of nursing practice. It require nurses to be challenge on a multilevel amplitude of social character and commitment. It is empirical that the nurse consider specific cultural factors impacting on each individual patients and be able to recognize its differences. The impact of cultural diversity on each patient start with the nurse as a co-provider and influence on the perceptions, interpretations and behaviors of a particular specific cultural group. Nurses need to understand the validity of how culture minded patients understand life process, health, illness, death, and dying. Through collaboration and scientific evidence of multicultural society can bring about a culturally-relevant and responsive services.

Nursing is a dynamic field that is frequently evolving with the changing demographics of the world we live in today. It is important for nurses to have the ability to provide culturally competent care with every patient encounter. Providing culturally competent care is not possible unless the nurse has an understanding of the ethnic background (Flowers, 2014).

Nurses have to be culturally competent, they need to assess their individual values and beliefs about health and health care; otherwise, nurses might assume that all cultures share western premises and values. In order to be considerate to an individual, nurses must remember that beliefs and values influence individuals and families health care decisions. Nurses and healthcare providers should stay up to date on the diversity of patient culture, if they plan to be effective (Grand Canyon University. 2011).

As the United States becomes more and more culturally diverse one cannot help but be exposed to various cultures and worldviews. America has long been called the melting pot, and that term has never been truer than it is today. According to Green and Reinckens (2013) the U.S. Census Bureau estimates that by the year 2041 the U.S. population will be a majority minority. In other words, less than half of the population will be non-Hispanic, single race Caucasian. This growing diversity makes cultural competence in healthcare a necessary requirement for effective

The content for the educational strategy can vary depending on the group, individual and the learning needs of each. While the overall aim is to reduce rates of worsened pain through accurate documentation, some nurses may benefit from in-depth

A nurse can develops cultural knowledge by educating herself or himself about the world view of other cultures and ethnic groups (Creasia & Parker, 2007) about diseases and health conditions, and variations in drug metabolism (Lee, et al, 2006). Some of the ways a nurse can acquire knowledge by reading about different cultures, attending continuing education courses on cultural competence, and attending cultural diversity conferences (Lee, et al, 2006). In clinical setting, a nurse should ask patients how they wish to be addressed. Never make assumptions about individuals or their beliefs. Try to ask questions about cultural practices in a thoughtful manner. Always find out what the client knows about health problems and treatments. In addition, show respect for the client’s support group, for example family, friends, religious leaders, etc.Understand how men and women fit in the client’s society. In some cultures, the oldest male is the decision-maker for the family, even for treatment decisions. If we know who the decision makers are in the family, we can work more efficiently with them to get the better outcomes. This will take time; eventually, nurses will possess a comprehensive knowledge in different cultures, if these are accomplished (Hagman, 2007).

The nurse should act as a facilitator, creating an environment conducive to learning that motivates individuals to want to learn and makes it possible for them to learn (Musinski, 1999). The assessment of learning needs, the designing of a teaching plan, the implementation of instructional methods and materials, and the evaluation of teaching and learning should include participation by both the educator and the learner. Thus, the emphasis should be on the facilitation of learning from a nondirective rather than a didactic teaching approach (Knowles, Holton, & Swanson, 1998; Musinski, 1999; Mangena & Chabeli, 2005; Donner et al., 2005).

As a brand new nurse coming out of nursing school, you may be thinking that you have completed your education and that you are ready to start practicing as a Registered Nurse. As a new professional this is partially correct, but you still have many years of continuing education. There are two different aspects of continuing education for a nurse: advanced educational programs or specific continuing education courses. Throughout this discussion I will be focusing on the importance of continuing education for nurses. The American Nurses Association defines continuing education (CE) as “learning activities designed to augment the knowledge, skill and attitudes of nurses and therefore enrich the nurses’ contributions to quality healthcare” (as cited in Schaeffer, 2015, p. 13). Continuing education courses are not only important for the individual nurses competences and professionalism, but it is also important in regards to the care delivered to patients and the patient outcomes. Throughout this discussion I will explain the importance of CE, how it is beneficial to the nurse, and how it effects the patients we are giving care to.

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.