1. CHAPTER II
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2.  Health education has long been considered a
standard care-giving role of the nurse.
 Patient teaching is recognized as an
independent nursing function.
 Nursing practice has expanded to include
education in the broad concepts of health
and illness.
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3. Organizations and Agencies Promulgating
Standards and Mandates:
1. NLNE (NLN)
 first observed health teaching as an important
function within the scope of nursing practice
 responsible for identifying course content for
curriculum on principles of teaching and learning
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4. 2. ANA
- responsible for establishing standards and
qualifications for practice, including patient
teaching
3. ICN
- endorses health education as an essential
component of nursing care delivery
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5. 4. State Nurse Practice Acts
- universally includes teaching within the
scope of nursing practice
5. JCAHO
- accreditation mandates require evidence
of patient education to improve outcomes
6. AHA
- Patient’s Bill of Rights ensures that
clients receive complete and current
information
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6. 7. Pew Health Professions Commission
- puts forth a set of health profession
competencies for the 21st century
- over one-half of recommendations
pertain to importance of patient and staff
education
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7.  The organization provides education that
supports patient and family participation in
care decisions and care processes.
 Education and training help meet patients’
ongoing health needs.
 Education methods consider the patient’s
and family’s values and preferences and
allow sufficient interaction among the
patient, family, and staff for learning to
occur.
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8. Healthy People 2010 (USDHHS)
Federal initiatives outlined:
To increase the quality & years of healthy life
To eliminate health disparities among different
segments of the population
*Requires the nurse as educator to use theory
and evidenced based strategies to promote
desirable health behavior.
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9. Social, economic, and political
forces that affect a nurse’s role
in teaching:
 growth of managed care
 increased attention to health and well-
being of everyone in society
 cost containment measures to control
healthcare expenses
 concern for continuing education as
vehicle to prevent malpractice and
incompetence
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10.  expanding scope and depth of nurses’
practice responsibilities
 consumers demanding more knowledge and
skills for self-care
 demographic trends influencing type and
amount of health care needed
 recognition of lifestyle related diseases
which are largely preventable
 health literacy increasingly required
 advocacy for self-help groups
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11. Purpose: to increase the competence and
confidence of patients to manage their own self-
care and of staff and students to deliver high-
quality care
Benefits of education to patients:
- increases consumer satisfaction
- improves quality of life
- ensures continuity of care
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12. - reduces incidence of illness complications
- increases compliance with treatment
- decreases anxiety
- maximizes independence
Benefits of education to staff:
- enhances job satisfaction
- improves therapeutic relationships
- increases autonomy in practice
- improves knowledge and skills
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13. Benefits of preceptor education for nursing
students
 prepared clinical preceptors
 continuity of teaching/learning from
classroom curriculum
 evaluation and improvement of student
clinical skills
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14. Goal: to increase self-care responsibility of
clients and to improve the quality of care
delivered by nurses
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15. Definition of Terms
Education Process: a systematic, sequential,
planned course of action on the part of both
the teacher and learner to achieve the
outcomes of teaching and learning
Teaching/Instruction: a deliberate intervention
that involves sharing information and
experiences to meet the intended learner
outcomes
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16. Learning: a change in behavior (knowledge,
skills, and attitudes) that can be observed and
measured, and can occur at any time or in any
place as a result of exposure to environmental
stimuli
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17. Patient Education: the process of helping
clients learn health-related behaviors to
achieve the goal of optimal health and
independence in self-care
Staff Education: the process of helping nurses
acquire knowledge, attitudes, and skills to
improve the delivery of quality care to the
consumer
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18. A useful paradigm to assist nurses to organize and
carry out the education process.
Analyze the learner
State objectives
Select instructional methods and materials
Use teaching materials
Require learner performance
Evaluate/revise the teaching/learning process
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19.  Nurses act in the role of educator for a
diverse audience of learners—patients and
their family members, nursing students,
nursing staff, and other agency personnel.
 Despite the varied levels of basic nursing
school preparation, legal and accreditation
mandates have made the educator role
integral to all nurses.
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20.  Nurses function in the role of educator as:
- the giver of information
- the assessor of needs
- the evaluator of learning
- the reviser of appropriate methodology
 The partnership philosophy stresses the
participatory nature of the teaching and
learning process.
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21. Barriers to teaching are those factors impeding
the nurse’s ability to optimally deliver
educational services.
Major barriers include:
 lack of time to teach
 inadequate preparation of nurses to assume
the role of educator with confidence and
competence
 personal characteristics
 low-priority status given to teaching
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22.  environments not conducive to the
reaching-learning process
 absence of 3rd party reimbursement
 doubt that patient education effectively
changes outcomes
 inadequate documentation system to allow
for efficiency and ease of recording the
quality and quantity of teaching efforts
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23. Obstacles to learning are those factors that
negatively impact on the learner’s ability to
attend to and process information.
Major obstacles include:
 limited time due to rapid discharge from
care
 stress of acute and chronic illness, anxiety,
sensory deficits, and low literacy
 functional health illiteracy
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24.  lack of privacy or social isolation of
health-care environment
 situational and personal variations in
readiness to learn, motivation and
compliance, and learning styles
 extent of behavioral changes (in number
and complexity) required
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25.  lack of support and positive
reinforcement from providers and/or
significant others
 denial of learning needs, resentment of
authority and locus of control issues
 complexity, inaccessibility, and
fragmentation, of the healthcare system
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26. The following questions can be posed about
the elements of the education process, the
role of the nurse as educator, and the
principles of teaching and learning:
 How can the healthcare teams work
together more effectively to coordinate
educational efforts?
 What are the ethical, legal, and economic
issues involved?
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27.  Which theories and principles support the
education process?
 What assessment methods and tools can
be used to determine learning needs,
readiness and styles?
 Which learner attributes positively and
negatively influence education efforts?
 What can be done about the inequities in
the delivery of education services ?
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28.  Which elements need to be taken into
account when developing and
implementing teaching plans?
 Which instructional methods and
materials are available to support
teaching efforts?
 Under which conditions should certain
teaching methods and tools be used?
 How can teaching be tailored to meet the
needs of specific clientele?
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29.  What are the common mistakes made in
the teaching of others?
 How can teaching and learning best be
evaluated?
What other questions might you ask?
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30.  most non–research-based literature focuses
on “how to do” patient teaching
 more attention is given to the needs of
learners who have acute, short-term
problems than to those who have chronic,
long-term conditions
 more research is needed on new teaching
technologies, especially computer-assisted
modalities, distance education, and Internet-
based health information sites
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31.  further investigation is needed on the cost-
effectiveness of education efforts
 future research must address:
 gender issues
 measurement of behavioral outcomes
 effects of educational interventions
 theoretical basis for education in practice
 cost-effectiveness of educational efforts
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