Overview of Education on Health Care Teaching is a major aspect of the nurses professional role.

It focuses on outcomes to which patients and their significant others learn essential knowledge and skills for independent care or that staff nurses and nursing students acquire the up- to- date knowledge and skills. Purposes of this chapter are to: shed light on the historical evolution of teaching as part of the professional nurses role offer a perspective on the current trends in health care clarifies the broad purposes goals and benefits of the teaching-learning process focuses on the philosoph! of nurse-client partnership compare the education process to the nursing process identifies barriers to teaching and obstacles to learning "ocus is on overall role of the nurse in the teaching-learning. Historical Foundations for Teaching Role of Nurses Patient education- a major component of standard care given b! nurses Mid-18 !s # focus of teaching is not onl! on the care of the sick and on promoting the health of the well public but also on educating other nurses for professional practice Florence Nightingale # founder on modern nursing develop the first school of nursing and devoted a large portion of her career on teaching nurses ph!sicians and health officials about importance of proper conditiond in hospitals and homes to improve the health of people $lements nutrition fresh air e%ercise personal h!giene National "eague of Nursing Education#N"NE$ now the National "eague of Nursing #N"N$ % develop the first certified nurse educator e%am&'($) to raise the visibilit! and status of the academic nurse educator as an advanced professional practice discipline with a defined practice setting. &'erican Nurses &ssociation #&N&$- put forth standards functions and qualifications for nursing practice (nternational Council of Nurses #(CN$- endorsed the nurses role as educator to be an essential component of nursing care deliver! Nurse Practice &cts #NP&s$- include teaching within the scope of nursing practice responsibilities )oint Co''ission#)C$ formerl! the )oint Co''ission on &ccreditation of Healthcare Organi*ation#)C&HO$ %established nursing standards which is known as

'andates- describe the level and t!pe of care treatment and services that must be provided b! an agenc! or organi*ation to receive accreditation +Positive outcomes can be achieved b! nurses through teaching activities that must be +atient centered and fa'il, oriented Providers 'ust consider these during the education +rocess literac! level educational background language skills culture of ever! client Patient!s .ill of Rights #1/0 s$ 1, &'erican Hos+ital &ssociation established guidelines to ensure that patients receive complete and current information concerning their diagnosis. Pew Health Professions Co''ission #1//2$ - published a broad set of competencies that mark the success of health profession during the ,-st centur!. (nstitute of Healthcare ('+rove'ent #3 4$ # . /illion 0ives campaign 5ullivan &lliance- recruits and educates staff nurses to deliver culturall! competent care to the public the! serve 1ccdg to 2rueninger&-33.) The transition toward wellness has entailed a progression: 4isease-oriented patient education&6OPE$ to Prevention-oriented education#POPE$ to 5ealth-oriented patient education#HOPE$ +from a wise healer to e%pert advisor to facilitator of change 5ocial7 Econo'ic7 and Political Trends &ffecting Healthcare 5ealth! People ,6-6: 7nderstanding and Improving 5ealth 2oals and objectives include: assist individuals to recogni*e and change risk behaviors adopt or maintain health! practices make appropriate use of available services for health care 8eimbursement for healthcare services 8eaching out to communities schools and work places 8educe the high costs of health services 'oncern about malpractice claims and disciplinar! action for incompetence 'lient education as central to the practice of nursing 4emographic trends aging of the population 4iseases are now recogni*ed as being lifest!le related and preventable through educational intervention Inform participants to manage their own illnesses 1dvanced technolog! Improves compliance health and well-being Presence of self-help groups

Purposes 2oals and 9enefits of 'lient :taff $ducation Pur+ose of +atient educationTo increase the competence and confidence of clients for self-management 8oal- increase the responsibilit! and independence of clients for self-care :ingle most important action of nurses as caregivers- prepare clients for self-care $ffective teaching demonstrated the potential to: increase consumer satisfaction improve qualit! of life ensure continuit! of care decrease client an%iet! effectivel! reduce the complications of illness and the incidence of disease promote adherence to treatment plans ma%imi*e independence in the performance of activities of dail! living energi*e and empower consumers to become activel! involved in the planning of their care Pur+ose of 5taff and student educationTo increase the competence and confidence of nurses to function independentl! in providing care to the consumer 8oal- to improve the qualit! of care delivered b! nurses The $ducation Process -a s!stematic sequential planned course of action consisting of two major interdependent operations teaching learning -this process forms a continuous c!cle that involves two interdependent pla!ers teacher learner 6ifference (ursing process- planning and implementation of care based on assessment and diagnosis $ducation process- planning and implementation of teaching based on assessment and diagnosis Teaching- a highl! versatile strateg! 0earning- a change in behavior&knowledge attitudes and skills) that can be observed or measured that can occur an! time or an! place as a result of e%posure to environmental stimuli. Patient $ducation- process of assisting people to learn health- related behaviors that can be used in their da! to da! living.

:taff $ducation- process of influencing the behavior of nurses b! producing changes in their ;:1 to improve their competencies.

1::78$ model # useful paradigm to assist nurses to organi*e and carr! out the education process 1- anal!*e the learner :- state the objectives :- select the instructional methods and materials 7- use the instructional methods and materials 8- require learner performance $- evaluate the teaching plan and revise as necessar! 8ole of (urse as $ducator - role of educator is not primaril! to teach but to promote learning and provide for an environment conducive to learning +a learner cannot be made to learn but an effective approach in educating others is to activel! involve learners in the education process