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Read Me First

Week 2

Introduction

THIS WEEK, YOU WILL REVIEW THE ANATOMY AND PHYSIOLOGY OF THE ENDOCRINE AND IMMUNOLOGICAL SYSTEMS AND MALIGNANT PROCESSES. YOU WILL CONTINUE TO LEARN THE PRINCIPLES OF MOTIVATION AND EDUCATION TO APPLY WHEN YOU WORK WITH PATIENTS WHO HAVE CHRONIC DISEASE PROCESSES RELATED TO THE ENDOCRINE AND IMMUNOLOGICAL SYSTEMS AND MALIGNANT PROCESSES. YOU WILL BEGIN TO DEVELOP PATIENT EDUCATION TOOLS AND TO DEMONSTRATE YOUR UNDERSTANDING OF ASSESSING AND MEETING THE EDUCATIONAL NEEDS OF CULTURALLY DIVERSE PATIENTS THROUGHOUT THE LIFESPAN.

This week in relation to the course and the program

THE FOCUS FOR THIS WEEK IS ON SOME OF THE MOST FREQUENTLY SEEN CHRONIC DISEASE PROCESSES OF THE ENDOCRINE AND IMMUNOLOGICAL SYSTEMS. YOU WILL BUILD ON THE KNOWLEDGE YOU GAINED IN WEEK ONE ABOUT BLOOM’S TAXONOMY AND THE LANGUAGE USED IN PHRASING LEARNING OBJECTIVES AND MOVE ON TO DISCUSS EVALUATING YOUR EDUCATIONAL EFFORTS FOR PATIENTS.

Hints for a reading strategy of the assigned materials

READINGS FOR THIS WEEK FROM THE PRACTICE OF PATIENT EDUCATION DESCRIBE THE PROCESS OF EVALUATING EDUCATIONAL EFFORTS FOR PATIENTS. THIS PROCESS HELPS ESTABLISH EVIDENCE OF SUCCESS IN AN EDUCATIONAL PROCESS AND CAN DIRECT FUTURE EFFORTS FOR THAT PATIENT. ONCE YOU CAN SEE THAT THE PATIENT HAS ACHIEVED EDUCATIONAL OBJECTIVES, YOU CAN WORK WITH THE PATIENT TO SET FUTURE GOALS AND OBJECTIVES.

In previous classes you have discussed and constructed lists of appropriate nursing diagnoses. With your new understanding of assessing patients’ educational needs, you will begin to write learning diagnoses and evaluate the patient’s progress in achieving learning objectives. This is an ongoing process that involves you and the patient. Your learning diagnoses will help you move the patient along the abstract-to-concrete continuum. By writing your objectives for cognitive, affective, and psychomotor learning domains, you increase the likelihood of reaching the patient on levels that will allow them not only to understand but also to implement their new knowledge in other circumstances.

You also have journal articles describing various scenarios requiring effective patient teaching:

You should examine these readings and consider how they might apply to other patient populations. In this way, you are using evidence-based conclusions to build your knowledge of the educational process for patients.

These readings may stimulate your interest in researching other studies that support the use of education to affect patient outcomes.

Some questions to ask as you develop your critical thinking

WHAT ARE SOME OF THE WAYS YOU PERSONALLY EVALUATE THE EFFICACY OF YOUR EDUCATIONAL EFFORTS AT WORK?

How do you know on an informal level that you have reached your patient? What do you do if you feel you are not reaching your patient?

What experiences have you had with health care education as a patient or a family member of a patient?

Did your educators complete a needs assessment that incorporated your nursing background as a factor to consider in setting learning objectives with you?

Summary

EVALUATION OF EDUCATIONAL EFFORTS IS ESSENTIAL TO THE PROCESS OF LEARNING FOR YOUR PATIENTS. AFTER THE READINGS, ASSIGNMENTS, AND DISCUSSIONS IN CLASS, YOU WILL UNDERSTAND THE IMPORTANCE AND FUNCTION OF EVALUATING PATIENT EDUCATION.

References

REDMAN, B. K. (2007). THE PRACTICE OF PATIENT EDUCATION. A CASE STUDY APPROACH. (10TH ED.). ST. LOUIS, MO: MOSBY.

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