Teaching Patients Health Promotion
Max Points: 15.0
Diversity among individuals, as well as cultures, provides a challenge for nurses when it comes to delivering meaningful health promotion and illness prevention-based education. How do teaching principles, varied learning styles (for both the nurse and her patients), and teaching methodologies impact the quality of such education? How does understanding a patient's view of health promotion and disease prevention guide you in teaching them? Provide an example.
Nurses working in a hospital setting are confronted daily with the diversity of their patients. Being mindful of the culture, level of education and learning style that patients present with is challenging. To deliver adequate health education and illness prevention with the time constraints in a hospital setting also has its own burdens. Considering these issues, the nurse then can formulate the best teaching method.
Evaluating the effective styles of teaching is a core principle of the nursing field. Most nursing care plans have teaching, culture diversity, and preferred learning styles include in their plans. With these variable teaching models for both the patient and the nurse are unique. With the diversity of our patients it may be useful to bring in a multidisciplinary team approach. Social works, case managers and dieticians, can also play an important role in the teaching arena. These allies can assist patients with outside resources previously not available to the patient. At the bedside, nurses can start educating from the beginning of the admission. This would open up dialogue between the nurse, the patient and the family, allowing the nurse to evaluate the learning situation and cultural diversity. If this is a new diagnosis, this early start of teaching and opening up the dialogue of changes in health and health behaviors can be beneficial to all involved.
A new diagnosis of Type I Diabetes is life changing to the patient and family. With this new
Diversity among individuals, as well as cultures, provides a challenge for nurses when it comes to delivering meaningful health promotion and illness prevention-based education. How do teaching principles, varied learning styles (for both the nurse and her patients), and teaching methodologies impact the quality of such education? How does understanding a patient's view of health promotion and disease prevention guide you in teaching them? Provide an example.
Nurses working in a hospital setting are confronted daily with the diversity of their patients. Being mindful of the culture, level of education and learning style that patients present with is challenging. To deliver adequate health education and illness prevention with the time constraints in a hospital setting also has its own burdens. Considering these issues, the nurse then can formulate the best teaching method.
Evaluating the effective styles of teaching is a core principle of the nursing field. Most nursing care plans have teaching, culture diversity, and preferred learning styles include in their plans. With these variable teaching models for both the patient and the nurse are unique. With the diversity of our patients it may be useful to bring in a multidisciplinary team approach. Social works, case managers and dieticians, can also play an important role in the teaching arena. These allies can assist patients with outside resources previously not available to the patient. At the bedside, nurses can start educating from the beginning of the admission. This would open up dialogue between the nurse, the patient and the family, allowing the nurse to evaluate the learning situation and cultural diversity. If this is a new diagnosis, this early start of teaching and opening up the dialogue of changes in health and health behaviors can be beneficial to all involved.
A new diagnosis of Type I Diabetes is life changing to the patient and family. With this new