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Chap 1 Flashcards

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1
Q

has long been considered a STANDARD CARE-GIVING ROLE of the nurse

A

Health education

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2
Q

recognized as an INDEPENDENT NURSING FUNCTION

A

patient teaching

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3
Q

has expanded to INCLUDE EDUCATION IN THE BROAD CONCEPTS of health and illness

A

nursing practice

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4
Q

first observed health teaching as an IMPORTANT FUNCTION WITHIN THE SCOPE of nursing practice

A

National League of Nursing Education (National League of Nursing)

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5
Q

responsible for IDENTIFYING CONTENT FOR CURRICULUM on principles of teaching and learning

A

National League of Nursing Education (National League of Nursing)

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6
Q

responsible for ESTABLISHING STANDARDS AND QUALIFICATIONS for practice, including patient teaching

A

american nurses association

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7
Q

endorses health education as an ESSENTIAL COMPONENT of nursing care delivery

A

international council of nurses

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8
Q

universally includes TEACHING WITHIN THE SCOPE of nursing practice

A

state nurse practice acts

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9
Q

accreditation mandates require evidence of patient education to improve outcomes

A

joint commission on accreditation of health organization

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10
Q

patient’s bill of rights ensures that clients receive complete and current information

A

american hospital association

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11
Q

puts forth a set of health profession competencies for the 21st century

A

pew health professions commission

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12
Q

over one-half of recommendations pertain to importance of patient and staff education

A

pew health professions commission

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13
Q

give the seven organizations and agencies promulgating standards and mandates

A
  1. national league of nursing education (national league of nursing)
  2. american nurses association
  3. international council of nurses
  4. state nurse practice acts
  5. joint commission on accreditation of healthcare organization
  6. american hospital association
  7. pew health professions commission
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14
Q

institute of medicine 2001

A

crossing the quality chasm: a new health system for the 21st century

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15
Q

the “crossing the quality chasm” focuses more on…

A

how the health system can be reinvented to foster innovation and improve the delivery of care

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16
Q

the “crossing the quality chasm”’s aims

A

six aims for improvement

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17
Q

the “crossing the quality chasm”’s rules

A

ten rules for redesign

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18
Q

joint commission

A

patient and family education

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19
Q

organization provides education that supports patient and family participation in care decisions and care processes

A

patient and family education

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20
Q

education and training help meet patients’ ongoing health needs

A

patient and family education

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21
Q

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

A

patient and family education

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22
Q

trends affecting health care

A

social, economic, and political forces

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23
Q

growth of managed care

A

social, economic, and political forces that affect a nurse’s role in teaching

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24
Q

increased attention to health and well-being of everyone in society

A

social, economic, and political forces that affect a nurse’s role in teaching

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25
cost containment measures to control healthcare expenses
social, economic, and political forces that affect a nurse's role in teaching
26
concern for continuing education as vehicle to prevent malpractice and incompetence
social, economic, and political forces that affect a nurse's role in teaching
27
purpose of patient, staff, and student education (1/2)
to increase the competence and confidence of patients to manage their own self-care
28
purpose of patient, staff, and student education (2/2)
for staffs and students to deliver high-quality care
29
benefits of education to patients (1/7)
increases consumer satisfaction
30
benefits of education to patients (2/7)
improves quality of life
31
benefits of education to patients (3/7)
ensures continuity of care
32
benefits of education to patients (4/7)
reduces incidence of illness complications
33
benefits of education to patients (5/7)
increases compliance with treatment
34
benefits of education to patients (6/7)
decreases anxiety
35
benefits of education to patients (7/7)
maximizes independence
36
benefits of education to staff (1/4)
enhances job satisfaction
37
benefits of education to staff (2/4)
improves therapeutic relationships
38
benefits of education to staff (3/4)
increases autonomy in practice
39
benefits of education to staff (4/4)
improves knowledge and skills
40
benefits of preceptor education for nursing students (1/3)
prepared clinical preceptors
41
benefits of preceptor education for nursing students (2/3)
continuity of teaching/learning from classroom curriculum
42
benefits of preceptor education for nursing students (3/3)
evaluation and improvement of student clinical skills
43
goal of patient, staff, and student education (1/2)
to increase self-care responsibility of clients
44
goal of patient, staff, and student education (2/2)
to improve the quality of care delivered by nurses
45
a systematic, sequential, planned course of action on the part of both the teacher and learner to achieve the outcomes of teaching and learning
education process
46
a deliberate intervention that involves sharing information and experiences to meet the intended learner outcomes
teaching/instruction
47
a change in behavior that can be observed and measured, and can occur at any time or in any place as a result of exposure to environmental stimuli
learning
48
the process of helping clients learn health-related behaviors to achieve the goal of optimal health and independence in self-care
patient education
49
the process of helping nurses acquire knowledge, attitudes, and skills to improve the delivery of quality care to the consumer
staff education
50
a useful paradigm to assist nurses to organize and carry out the education process
assure model
51
Assure model
analyze the learner
52
aSsure model
state objectives
53
asSure model
select instructional methods and materials
54
assUre model
use teaching materials
55
assuRe model
require learner performance
56
assurE model
evaluate/revise the teaching/learning process
57
role of nurses as an educator
GIVER of information ASSESSOR of needs EVALUATOR of learning REVISER of appropriate methodology
58
stresses the participatory nature of the teaching and learning process
partnership philosophy
59
factors impeding the nurse's ability to optimally deliver educational services
barriers to teaching
60
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 environments not conducive to reaching-learning process absence of 3rd part reimbursment 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
61
factors that negatively impact on the learner's ability to attend to and process information
obstacles to learning
62
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 lack of privacy or social isolation of the health-care environment situational and personal variations in readiness to learn, motivation and compliance, and learning styles extent of behavioral changes required 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
63
perspectives on research in patient and staff education
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 compute-assisted modalities, distance education, and internet-based health information sites

Health Ed (4 decks)

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