Patient Education Essay PDF

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It is undeniably true that nurses have a great role in ensuring that effective and efficient patient education is implemented to every patient who is under their care. This is because health education is considered as one of the vital features of nursing care; and it should be carefully designed and incorporated to patients’ plan of care to provide better management and outcome on their health conditions (Crisp, Taylor, Douglas, & Rebeiro, 2012). As competent and reliable healthcare workers, any nurse should know that patient education is a great responsibility that should be given emphasis on because it can greatly impact the patients health and recovery period. On the other hand, Richard, Evans, and Williams (2018) highlighted that it is important that the healthcare delivery system understands that health education to patients should be integrated as a team effort that needs proper collaboration and alliance between healthcare workers to be effective and successful. In this manner, there will be consistency in the health setting which facilitates faster patients’ cooperation and understanding because the system shows accountability and dependability in the interventions and teachings executed to any clients. Conducting proper patient education in nursing is essential because it helps clients in gaining awareness and understanding about their health and illness; and it gives them the free will to decide on the options or interventions available, increases their self-esteem in managing their health status, and diminishes further health complications and problems (Crisp et al., 2012). Moreover, patient education is relevant in nursing because it can contribute to patient’s knowledge and perception about their health problems which will guide their actions in ensuring that their health condition is not jeopardise or at risk. Being aware of what is happening and what should be done can assist the patient to have a good picture and gain the right idea of the health challenge their undergoing. In this way, clients will have better confidence to the healthcare system and will have the willingness to cooperate for better results. According to Flanders (2018), healthcare professionals should demonstrate good communication among

each other to guarantee uniformity, strengthen teaching, and reduce redundant duplication. Indeed, sharing evidence-based strategies and methods in channelling patient education among nurses and other healthcare professionals is beneficial in attaining holistic and individualised care to clients. Without a doubt, working together and encouraging collaboration among healthcare team members in regards to patient education will result to a positive change in the healthcare management and will improve the quality and safety of care given to patients (Center, 2018). Thus, health education should not only target patients but also their families in helping them understand the illness, supporting them in any healthcare actions and decisions required, and directing them to the resources and services available. However, there are numerous challenges in implementing patient education in the healthcare delivery system. One of the barriers of effective patient teaching is having the inappropriate communication methods which hinder patient’s understanding and conformity to healthcare interventions and services. Recognising the best communication scheme that will enhance patient’s learning is significant in achieving patient’s trust, support and understanding. As emphasised by Crawford, Roger, and Candlin (2018), healthcare professionals should have the fundamental knowledge on the theories and strategies on how people learn easier and better to be able to structure the health education in means that maintain patient’s safety and improve patient’s learning. Additionally, cultural and social customs can impact the effectivity of patient education. There are patients who are traditionally and culturally innate and deep-rooted, these individuals have issues on language, certain food, lack of trust on healthcare workers and services, and religious beliefs and practices that can affect their health. Campinha-Bacote (2019) mentioned that cultural competence is a great skill to develop in which it means that a professional is skilled and capable of working effectively with diversities in culture and social norms. Being culturally proficient is an advantageous aspect because it will help in recognising and understanding

norms before putting into action any health education program and developing any strategies to assist patients. For instance, when there is a language barrier between nurse and patient, then the healthcare staff could arrange a strategy on how to bridge this gap in gaining rapport and trust with the patient. Hence, patient education requires thorough investigation about the holistic being of the patient and healthcare staff should participate and collaborate in developing patient education resources that offers improved patient outcomes in culturally sensitive approach (Fisher & Myers, 2016). Definitely, improving the teaching environment to a culturally conducive patient education will assist patient in engaging and participating to their health care plans. Furthermore, as frontliners of healthcare system, nurses are situated to observe and distinguish challenges encountered by patients and their significant others which affects their well-being (Knoff, 2019). Nurses should determine if patients have participation barrier that affects patient education sustainability. For example, some patients have challenges including access to healthcare, lack of transportation availabilities and childcare needs which impact the healthcare outcomes. These obstacles hinder clients to achieve the objectives of patient education which include attending a regular health check up, participating an exercise program, and others. Therefore, patient education in nursing is significantly relevant in achieveing quality care as long as health teaching challenges are dealt properly in assuring high quality and safe care.

References

Campinha-Bacote, J. (2019). Cultural competemility: A paradigm shift in the cultural competence versus cultural humility debate – part I. Online Journal of Issues in Nursing, 24(1), 1-10. doi:http://dx.doi.org.ezproxy.ecu.edu.au/10.3912/OJIN.Vol24No01PPT20 Crawford, T., Roger, P., & Candlin, S. (2018). Supporting patient education using schema theory: A discourse analysis. Collegian, 25(5), 501-507. doi:10.1016/j.colegn.2017.12.004 Crisp, J., Taylor, C., Douglas, C., & Rebeiro, G. (2012). Potter & perry's fundamentals of nursing - aus version (4th ed.) [4th ed.]. London: Elsevier Health Sciences APAC. (2012). Retrieved March 14, 2019, from INSERT-MISSING-DATABASE-NAME. Fisher, C., & Myers, M. (2016). Patient education: A win-win opportunity. Nursing Management (springhouse), 47(3), 18-20. doi:10.1097/01.NUMA.0000480766.01332.d5 Flanders, S. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55-58. Knoff, Celeste R, MAN, MBA,R.N., C.R.R.N. (2019). A call for nurses to embrace their innovative spirit. Online Journal of Issues in Nursing, 24(1), 1-11. doi:http://dx.doi.org.ezproxy.ecu.edu.au/10.3912/OJIN.Vol24No01PPT48 Richard, E., Evans, T., & Williams, B. (2018). Nursing students’ perceptions of preparation to

engage in patient education. Nurse Education in Practice, 28, 1-6. doi:10.1016/j.nepr.2017.09.008...