Unit 10 Overview and Outcomes
In this unit, you will examine the role of the professional nurse as both a learner and a teacher. You will explore learning theory and the health beliefs that influence health teaching efforts and outcomes. You will examine common factors that facilitate or impede learning.
(Note: If you discover these unit topics to be of particular interest, you can look forward to a deeper exploration in the future of your program in NU450: Public Health Nursing – Population-Centered Health Care in the Community.)
After completing this unit, you should be able to:
- Discuss selected learning theories as they apply to nurse and client learning.
- Identify best practices for effective teaching and learning.
- Describe the various teaching roles of the professional nurse.
Course Outcome practiced in this unit:
NU300-6: Recognize the nurse’s teaching role in health promotion.
Reading and Resources
Textbook Readings
Professional Nursing Practice: Concepts and Perspectives
- Chapter 8: “The Nurse as Learner/Teacher”
Assignment Details
Health Promotion and Teaching Case Study
Purpose
The purpose of this Assignment is to reflect upon the health promotion and teaching role of the professional nurse. Various aspects of teaching and learning as they relate to health promotion will be explored.
Course outcome(s) practiced in this Assignment:
NU300-6: Recognize the nurse’s teaching role in health promotion.
Directions
Complete the Health Promotion and Teaching Case Study
Assignment Requirements
Before finalizing your work, you should:
- be sure to read the Assignment description carefully (as displayed above);
- consult the Grading Rubric to make sure you have included everything necessary; and
- utilize spelling and grammar check to minimize errors.
Your writing Assignment should:
- follow the conventions of Standard English (correct grammar, punctuation, etc.);
- be well ordered, logical, and unified, as well as original and insightful; and
- display superior content, organization, style, and mechanics.
SCHOOL OF NURSING
NU300: Unit 10 Assignment
Case Study: A Day in the Life of a Patient-Education Nurse
Introduction
While nurses educate a variety of individuals and groups within the healthcare continuum, the primary teaching role of the professional nurse is patient education (Blais & Hayes, 2016). Effective role performace requires that nurses understand the full cycle of health education as it relates to the nursing process (assessment, planning, diagnosis, implementation, and evaluation). Nurses must recognize numerous facets of the health education cycle to fully understand their indispensible role in patient education.
The following case study depicts the broad variety of health education facets that are routinely encountered by nurses who perform patient education.
Reference
Blais, K. K., & Hayes, J. S. (2016). Professional nursing practice: Concepts and perspectives (7th ed.) [Vital Source Bookshelf]. Retrieved from https://online.vitalsource.com/
Assignment Directions
Read the patient education scenarios below and answer the case study questions directly on this document in the designated boxed areas. Your course text should serve as your primary resource. Provide a citation and references for any resource utilized.
Due Dates
Submit this Assignment to the Dropbox before midnight on Sunday during Unit 10.
Patient Education Scenarios
| Scenario #1: Community Health Nurse |
| A community health nurse works for an organization whose primary focus is prevention of illegal drug use among children. Is the nurse working for a health restoration organization or a health promotion organization? What is the difference? |
| Scenario #2: Public Health Nurse |
| A public health nurse is leading a health-promotion group with a focus on increased physical activity for well-being. Is the nurse’s primary role a care provider or a facilitator? What is the difference? |
| Scenario #3: College Campus Nurse |
| A college campus nurse recommends offering a safe driving class following the death of a popular classmate who was killed by a drunk driver. The nurse senses that the students are inspired and that the content is both relevant and valuable at this time. There are eight factors that affect learning (Blais & Hayes, 2016, pp. 156-159). Which factor has the nurse identified for this student population? |
| Scenario #4: Home Health Nurse |
| A home health nurse demonstrates the procedure for self-injection of medication and then asks the patient to perform a return demonstration. Which category of Bloom’s psychomotor domain is represented by a return demonstration? |
| Scenario #5: Ostomy Education Nurse |
| A ostomy education nurse encounters a patient with a new ostomy who will not attend scheduled education sessions. Which category of Bloom’s affective domain correlates to a willingness to attend? |
| Scenario #6: School Nurse |
| A school nurse is coordinating a series of influenza immunization clinics that will be provided free of cost to students. Which level of prevention is the nurse facilitating? Explain your answer. |
| Scenario #7: Critical Care Nurse |
| A critical care nurse is attempting to educate a family member concerning the recent intubation of their loved one. The family member is crying hysterically. Which factor that inhibits learning does the nurse recognize? |
| Scenario #8: Work-Site Nurse Educator |
| A work-site nurse educator recognizes that they are facilitating the educational needs of people with varied, but limited health literacy. Based on Table 8-3 in Blais & Hayes (2016) name (2) two strategies that the nurse educator should employ. Explain your rationale for selections. |
| Scenario #9: Faith Community Nurse |
| A faith community nurse wants to use Healthy People 2020 as part of the guiding framework for nursing practice. Which statement represents an appropriate rationale for this choice? The mission of Healthy People 2020 is to identify national health improvement priorities. <or>The mission of Healthy People 2020 is to encourage all people to change health behaviors. |
| Scenario #10: Diabetic Nurse Educator |
| The diabetic educator nurse is writing a learning objective for a teaching session. The nurse recognizes that the learning objective is the primary determinant of the content for the teaching session. Which of the following learning objectives meets all of the criteria for a complete and correctly written learning objective? Explain your answer.The client will understand how type-2 diabetes develops by the end of the second teaching session.<or>At the end of the teaching session the client will list three strategies for control of blood sugar. |
References:
