HES 008 (Health Education)

STUDENT ACTIVITY SHEET BS NURSING / FIRST YEAR

Session # 1

LESSON TITLE: Materials: 2 Pager Syllabus for students,

Part I: Perspective on Teaching and Learning - OVERVIEW Handouts, Pen and Paper, Books(optional),
Notebook
OF EDUCATION IN HEALTH CARE

LEARNING OUTCOMES:
At the end of the lesson, the nursing student can:

1. Discuss the evolution of patient education in health care and the

teaching role of the nurses.

2. Recognize the trends affecting the healthcare system in

general and nursing practice in particular

3. Identify the purposes, goals, and benefits of patient and

nursing staff/student education.

4. Compare and contrast the education process to the nursing

process.

5. Define the terms teaching and learning.

6. Identify reasons why patient and staff education is an important References: Bastable,S.(2019) Perspecttives on
duty for professional nurses. teaching and learning,Chapter1 Overview of Education
in Healthcare, p.3, p.12,Nurse as Educator 5th Edition
7. Discuss barriers to education and obstacles to learning.

SUBJECT ORIENTATION (10 minutes)

1. The session will start with a prayer and the instructors’ introduction to the class.
2. The assigned subject, HES 008 (Health Education) and its schedule will be introduced and the course syllabus will be distributed
and discussed accordingly.
3. Classroom decorum will be tackled as per instructors’ discretion.
4. The significance of computation of grades specific for this subject must be explained to the students.
5. Election of Classroom officers may also take place as an optional measure during the first meeting.

MAIN LESSON (50 minutes)

The students will study and read their book about this lesson (Chapter 1 of the book):

Historical Foundations for Patient Education in Health Care

Teaching Role of Nurses

Patient Educator Nurses’ major component of standard quality service is not only
focus on care but also educating the sick.
Nurse Educator Entrenched in the growth and development of the

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Education (Department of Nursing) 1 of 6
 profession, the nurses should also educate other nurses for
professional practice.
Mid 1800s This period of time is where responsibility for teaching is
recognized as an important role of nurses as caregivers.
Florence Nightingale Founder of Modern Nursing and Ultimate educator – how to
improve the health of people
Early 1900s PHN’s role as Nurse teacher in preventing disease and
maintaining the health of society was emphasized.
Patient teaching Recognized as independent nursing function of nurses
Nursing Education Educating others-patients, families, and colleagues
Nursing Practice Expanded to include broader concepts of health and illness
1918 - National League of Nursing Education (NLNE)(now the Observed the importance of health teaching as a function within
National League for Nursing [NLN]) the scope of nursing practice.
Nurses as Agents Promotion of health and Preservation of illness in all
settings which they practiced.
1950- NLNE identified course content in nursing school curricula prepare nurses to assume the role as teachers

International Council of Nurses (ICN)
Nurse Practice Acts (NPAs)
1970- Patient’s Bill of Rights
1980- Nurse as Educator, a paradigm shift
Grueninger (1995)- Transition toward wellness
Role of the Nurse – changed
From Simple Information Disseminator
1995 - The Pew Health Professions Commission
Endorsed nurse’s role as educator as essential component
of nursing care delivery
Teaching with Scope of nursing practice responsibilities.
Ensure patients’ complete and current information concerning
their diagnosis, treatment and prognosis
Evolved from disease oriented approach to prevention oriented
approach. Focused on teaching for promotion and
maintenance of health.
From disease-oriented patient education (DOPE) to prevention-
oriented patient education (POPE) to ultimately become health-
oriented patient education (HOPE).
From one wise healer to expert advisor/teacher to facilitator
Now emphasizes on empowering patients their potentials, abilities,
and resources to the fullest.
Published a broad set of competencies it believed would
mark the success of health professions in the 21st century

The Pew Health Professions Commission

Some of the commission’s recommendations for the nursing include the need to:
- Provide clinically competent and coordinated care to the
public
- Involve patients and their families in the decision making
process regarding health interventions
- Provide clients with education and counselling regarding
ethical issues.
- Expand public access to effective care
- Ensure cost effective and appropriate care for the
consumer
- Provide for prevention of illness and promotion of healthy
lifestyles for all

Role of today’s educator - Continuing nursing staff education, in-service programs, and
Training the Trainer staff development to maintain and improve their clinical skills
and teaching abilities

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Education (Department of Nursing) 2 of 6
 Professional Nurses Preparation to effective teaching services performance that meet
the needs to many individuals and groups in different
circumstances across a variety of practice settings
Clinical Instructor Another very important role of the nurse as educator
serving students in the practice setting.
Role of Clinical Educator Dynamic one that requires teacher to actively engage students to
become competent and caring professionals

Social, Economic, and Political Trends Affecting HealthCare

● Health providers are recognizing the economic and social values of reaching out to communities, schools, and
workplaces to provide education for disease prevention and health promotion.
● Politicians and healthcare administrators alike recognize the importance of health education to accomplish the economic
goals of reducing the high cost of health services.
● Continuing education either by legislative mandate or as a requirement of the employing institution, has come to the
forefront in response to the challenges of ensuring the competency of the practitioners.
● It is a means to transmit new knowledge and skills as well as to reinforce or refresh previously acquired
knowledge and abilities for continuing growth of staff.
● Nurses continue to define their professional role, body of knowledge, scope of practice, and expertise, with client education
as central to the practice of nursing.
● Demographic trends, particularly the aging of the population, are requiring an emphasis to place on self-reliance and
maintenance of healthy status over an extended lifespan.
● Among the major causes of morbidity and mortality are those diseases now recognized as lifestyle related and
preventable through educational intervention.
● Advanced technology is increasing the complexity of care and treatment in home and community-based settings.
● Nurses are in a key position to carry out health education. They are the healthcare providers who have the most continuous
contact with clients, are usually the most accessible source of information for the consumer, and are the most highly
trusted for all professionals.
● Since 1999, nurses to be ranked No. 1 in honesty and ethics among 45 occupations (Gallup polls)

Purposes, Goals, and Benefits of Client and Staff Education

Purpose – To increase the competence and confidence of clients for self-management.
Goal – To increase the responsibility and independence of clients for self – care. This can be achieved by supporting
patients through the transition from being dependent on others to being self- sustaining in managing their own care and from
being passive to active learners.
The single most important action of nurses as educators is to prepare patients for self-care.

EFFECTIVE TEACHING CAN DO THE FOLLOWING:

• Increase patient satisfaction
• Improve quality of life
• Ensure continuity of care
• Decrease patient anxiety
• Effectively reduce the complications of illness and the incidence of disease
• Promote adherence to treatment plans
• Maximize independence in the performance of activities of daily living
• Energize and empower consumers to become actively involved in the planning of their care
As Robin Orr (1990) observes, “Illness can become an educational opportunity… a teachable moment’ when ill health suddenly
encourages [patient] to take a more active role in their care”
Numerous studies have documented the fact that informed clients are more likely to comply with medical treatment plans, more
likely to find innovative ways to cope with illness, and less likely to experience complications
As Robin Orr (1990) observes, “Illness can become an educational opportunity… a teachable moment’ when ill health suddenly
encourages [patient] to take a more active role in their care”
Numerous studies have documented the fact that informed clients are more likely to comply with medical treatment plans, more
likely to find innovative ways to cope with illness, and less likely to experience complications
COMPARISON OF NURSING PROCESS TO EDUCATION PROCESS

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Education (Department of Nursing) 3 of 6
The Education Process
The education process is a systematic, sequential, logical, scientifically based, planned course of action consisting of two major
interdependent operations: teaching and learning.

Teaching and Instructions are deliberate interventions that involve sharing information and experiences to meet intended learner
outcomes in the cognitive, affective and psychomotor domain according to an education plan

Learning is defined as a change in behavior (knowledge, skills, and attitudes) that can occur at any time or in any place as a result
of exposure to environmental stimuli.
• Learning is an action by which knowledge, skills, and attitudes are consciously or unconsciously acquired such that
behavior is altered in some way that can be observed or measured.
• The success of the nurse educator’s endeavors at teaching is measured not by how much content has been imparted,
but rather by how much the person has learned.
ASSURE Model. A useful paradigm to assist nurses to organize and carry out the education process (Rega,1993).
Analyze learner
State objectives
Select instructional methods and tools
Use teaching materials
Require learner performance
Evaluate/revise the teaching and learning process.
Role of a Nurse as a Educator
• Luker and Caress (1989) clearly distinguished between patient teaching and patient education. They noted that patient
teaching “implies a didactic information giving approach,” whereas patient education “implies something more
comprehensive, for which specialist skills are required”
• The role of educator is not primarily to teach, but to promote learning and provide for an environment conducive to learning
—to create the teachable moment rather than just waiting for it to happen
• The provision of information to the learner, whoever that learner may be, should stress the fact that teaching and learning
are participatory processes.
• The role of the educator has shifted from the traditional “giver of information” position to that of a process designer and
manager.
• This role alteration requires skill in needs assessment as well as the ability to involve learners in planning, link learners
to learning resources, and encourage learner initiative
• If learners are to be able to comprehend, recall, and apply information, they must be actively involved in the learning
experience (London, 1995).
• Glanville (2000) describes this move toward assisting learners to use their own abilities and resources as “a pivotal
transfer of power”

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 Quality and Safe Education in Nursing (QSEN) project was funded to educate nursing students on patient safety and
healthcare quality.
The goal of this 3 phase study was to address the challenges in preparing nursing students with the knowledge, skills, and
attitudes to improve the safety and quality of healthcare delivery.

6 QSEN Competencies
1. Patient-centered care: The patient has control of and is full partner in the provision of holistic, compassionate, and
comprehensive care based on the patient’s values, needs, and preferences.
2. Teamwork and collaboration: Nurses and other health professionals must collaborate effectively with open
communication, respect, and mutual decision making to achieve high-quality care
3. Evidence-based practice: Current evidence must be integrated to support clinical expertise in providing optimal health
care
4. Quality improvement: Measure data and monitor patient outcomes to develop changes in methods to
continuously improve the quality and safety in healthcare delivery.
5. Informatics: Use information technology to effectively communicate, manage knowledge, eliminate error, and support
collaborative decision making
6. Safety: Minimize the risk of harm to patients and healthcare providers through self and system evaluation.

PHASE II is dedicated to teaching strategies and resources. A second goal of this phase was to collaborate with organizations that
represent advanced practice nurses in developing competencies for graduate education.

PHASE III the goal of this phase was to develop the faculty expertise needed to. teach competencies in textbooks, implement
innovative teaching strategies, and assist in the licensure and accreditation process

Barriers to education are those factors impeding the nurse’s ability to deliver educational services.

Obstacles to learning are those factors that negatively affect the ability of the learner to attend to and process information
BARRIERS TO TEACHING:

CHECK FOR UNDERSTANDING (25 minutes)

You will answer and rationalize this by yourself. This will be recorded as your quiz. 1 point will be given to every correct answer and
another 1 point for correct rationalization. You have 30 minutes to do this.

Multiple Choice

1. The role of nurse as educator is deeply entrenched in the growth and development of the profession.
a. True
b. Maybe

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 c. False
d. All of the above
RATIO: A nurse educator who is invested in the advancement of the nursing profession teaches other nurses.

2.At this time, nursing was first acknowledged as a unique discipline, and the responsibility for teaching has been
recognized as an important role of nurses as care givers
a. Early 1900s
b. Mid 1800s
c. 1918
d. 1970
RATIO: Nurses' responsibility for teaching was recognized as a important role of caregivers in the mid-1800s period.

3.She was recognized as the ultimate educator.

a. Dreeben
b. Grueninger
c. Nightingale
d. Levine
RATIO: The Founder of Nursing and the Ultimate Educator is Florence Nightingale.

4. In today’s role of the nurse as educator, he following are considered requirements, except:
a. Continuing education
b. In service programs
c. Consistent Caregiver
d. Staff Development
RATIO: Option C is not part of the nurse educator's job description. The role of today's nurse as educator is to maintain and improve
clinical skills and teaching abilities through continuing nursing staff education, in-service programs, and staff development.

5.Another very important role of the nurse as educator serving students in the practice setting
a. Trainor’sTrainer
b. Health Educator
c. Clinical Instructor
d. Health Teacher
RATIO: Clinical instructor is another key duty of the nurse as an educator assisting students in the practice setting.

6. During this time in history, PHN clearly understood the significance of the role of the nurse as teacher in
preventing disease and in maintaining the health of society
a. Early 1900s
b. Mid 1800s
c. 1918
d. 1970
RATIO: The importance of PHNs as nurse educators in avoiding sickness and sustaining society's health was underlined in the early
1900s.

7. This includes teaching with the scope of nursing practice responsibilities

a. National League of Nursing Education (NLNE)(now the National League for Nursing [NLN])
b. International Council of Nurses (ICN)
c. The Joint Commission (TJC)
d. Nurse Practice Acts (NPAs)

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RATIO: NPAs (Nursing Practice Acts) are a type of teaching act that outlines the extent of nursing practice responsibilities.

8.Since 1999, nurses are always ranked number 1 in this category among 45 occupations according to Gallup polls:
a. Norm and value
b. Ethics and culture
c. Veracity and truth
d. Honesty and ethics
RATIO: Since 1999, Gallup polls have ranked nurses first in Honesty and Ethics among 45 vocations.

9. He was well known for his quest for transition toward wellness
a. Dreeben
b. Grueninger
c. Nightingale
d. Levine
RATIO: The transition toward wellness was introduced by Grueninger (1995). The DOPE turns into POPE, which then transforms into
HOPE.

10. In this year, the Patient’s Bill of Rights was promulgated.

a. Early 1900s
b. Mid 1800s
c. 1918
d. 1970
RATIO: The Patient's Bill of Rights was signed into law in 1970. It ensures that the patient's vital information is protected.

GROUP COLLABORATION
Observing social distancing, you will be divided into groups of 5-6 members. You will be asked to open your book on a specific
page and will continue to reveal more information about the case scenario. This is a graded activity.

Unfolding Case Studies (Please refer Case Scenario on page 29 of your book)

LESSON WRAP-UP (5 minutes)

You will now mark the session you have finished today in the tracker below.This is only a visual to help you track on how much
work you have accomplished and how much work there is left to do.

You are done with the session! Let’s track your progress.

Turn and Talk

1. The instructor will pose one question to the class.
2. The students will begin to discuss their answers to their seatmate (with observance of social distancing) on a set allotted
time.
3. When the time is up, the instructor will randomly ask the students to share their thoughts and ideas from their partners’ discussion
in the class.

Reading Reflections and 3-2-1

You will record the:
1.) three things you learned from the reading,
2.) one way that learning might affect you in clinical practice, and 3.) one
question you hope to have answered in this topic

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3-2-1 CHART

3.
 In every aspect of it, I learned about the role of nurses.
 I understand the aim and goals of nurse education in nursing practice.
 Find out why patient and nurse education is so vital for professional nurses.

2.
 Learning has a significant impact on clinical practice; strong learning can assist a nurse in providing excellent clinical care.
 Learning leads to upstanding clinical practice at the same time.

1.
 What happens if a nurse learns clinical practice but is unable to teach it on to other nurses or patients?

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