Health Education finals reviewer, Lecture notes of Health sciences

Download Health Education finals reviewer and more Lecture notes Health sciences in PDF only on Docsity! CENTRAL PHILIPPINE UNIVERSITY COLLEGE OF NURSING = The First Nursing School in the Philippines, 1906 te = lloilo City, Philippines 5000 Tel. No. (63-33) 3291971 to 79 Local 1037 / 2133 Website: http://www.cpu.edu.ph | Email: nursing@cpu.edu.ph Ld Lecture Notes NCM 1203 (Health Education) CLINICAL TEACHING and TEACHING SPECIAL POPULATION I. Clinical Teaching ¢ an individualized or group teaching to the nursing student in the clinical area by the nurse educators, staff and clinical nurse manager ¢ vehicle that provides students with opportunity to translate basic theoretical knowledge into learning of variety of intellectual and psychomotor skills needed to provide patient — centered quality nursing care (Schweer) ¢ Purposes: a. Offers opportunity for the application of theoretical concepts, rationales and procedures b. Skills are perfected in the clinical area which offers a live, true-to-life situation instead of a simulated environment in the nursing skills laboratory - Skill learned in the nursing arts laboratory are perfected in the clinical area which offers a live, true-to-life situation instead of a simulated environment in the nursing skills laboratory c. Honing of skills of observation, problem-solving and decision making - Applied as the students interact with their patients in varying situations and conditions. d. Organization of data students have compiled, as well as the intellectual and psychomotor skills they need to perform - Students are helped by their Cl’s in organizing all data that they are able to compile,as well as the intellectual and psychomotor skills they must perform. They also learn priority-setting and time management. e. Cultural competence - ability to interact meaningfully, properly, comfortably and effectively with culturally diverse patient is a skill that must be developed in the student nurse f. Skills of socialization are leamed - Skills of socialization, which behaviors and values are acceptable or unacceptable, and where responsibility and accountability for one’s actions is demanded and expected ¢ Principles: a. Clinical education should reflect the nature of professional practice b. Clinical teaching is supported by climate of mutual trust and respect c. Clinical teaching and learning should focus on essential knowledge, skills and attitude ¢ Models of Clinical Teaching: a. Clinical Instructor assigned to 8-12 students in a clinical area (based on CHED mandate) Ratio of Students to Clientele LEVEL | 1°* SEMESTER | 2 SEMESTER 2 1:1 1:2 3 1:2-3 1:3-4 4 15 1:6 - Ratio of student to clientele depends upon the objectives and the capacity of the student Prescribed Faculty-Student Ratio LEVEL 1s SEMESTER 2"! SEMESTER 2 1:8 1:8 3 1:10-12 1:10-12 4 1:12-15 1:12-15 b. Students are retained in the nursing skills lab until they are proficient in the skills required by a certain nursing procedure. - sent to the clinical area to practice specific psychomotor and other skills which have been mastered in the skills laboratory and are assigned to render total patient care only during the latter part of the curriculum when they must have mastered or acquired a high degree of proficiency in a majority of nursing procedures c. Clinical nursing course to be conducted in the classroom area (Packer) - intended to give the learner more information about clinical practice before they are sent to the clinical area through dynamic interaction with the instructor using case studies and effective questioning related to the application of nursing theories * Difference between classroom teaching and clinical teaching Classroom Teaching Clinical Teaching Large groups Small group No focus on patient Focus on patient Knowledge Application of knowledge Theoretical framework Clinical reasoning Teacher-student ratio is large Teacher-student ratio is small Passive students Active students Less interactive More interactive Il. Teaching Special Population ¢ Habilitation — activities and interactions that enable an individual with a disability to develop new abilities to achieve his or her maximum potential ¢ Rehabilitation — relearning of previous skills, which often requires an adjustment to altered functional abilities and altered lifestyle Disability ¢ Complex phenomenon, reflecting an interaction between features of a person’s body and features of the society in which he or she lives (WHO) ¢ Universal human experience, focusing on the impact of disability rather than it’s cause (ICF) - WHO uses the International Classification of Functioning, Disability and Health, known more commonly as ICF, as a framework for measuring health and disability at the individual and population levels ¢ — Individual’s ability to work (SSA/Social Security Administration) v Provide sufficient lighting on their faces and remove all barriers from around the face such as gum, pencils, hands, and surgical masks - Beards, mustaches, and protruding teeth also present a challenge to the lipreader. v Supplement teaching using other forms of communication as it is not possible for clients to lipread every word v¥ Conduct teaching sessions in a quiet environment - Itis easier to lipread when distractions are kept to a minimum v Consider using an interpreter if English is the client's second language - Clients can lipread more accurately when the speaker is using the client's primary language Nurse Educator Should Nurse Educator Must Avoid ¢ Be natural ¢ Talking and walking at the same time e Use short, simple sentences ¢ Move head excessively ¢ Speak at moderate pace ¢ Speaking while in the other room ¢ Get attention before talking ¢ Standing directly in a bright light ¢ Face the patient, not more than 6 feet e Joking and using slang words away e Placing intravenous line in the hand ¢ Ask to eliminate environmental noise used for sign language ¢ Make sure hearing aid is tumed on - No matter which methods and materials of communication for teaching are chosen, it is important to confirm that health messages have been received and correctly understood - essential to validate patient comprehension in a nonthreatening manner, such as using the teach-back approach - in attempts to avoid embarrassing or offending one another, patients as well as healthcare providers will often acknowledge with a smile or a nod in response to what either party is trying to communicate when, in fact, the message is not well understood - nurse educator must find effective strategies to communicate the intended message clearly and precisely while at the same time demonstrating acceptance of individuals by making accommodations to suit their needs A2. Visual Impairment * some form and degree of visual difficulty and includes a wide spectrum of deficits, ranging from partial vision loss to total blindness ¢ may also include visual field limitations, such as tunnel vision, alternating areas of total blindness and vision, and color blindness * aperson is determined to be legally blind if vision is 20/200 or less in the better eye with correction or if visual field limits in both eyes are within 20 degrees in diameter ¢ Approximately 90% of people who are legally blind have some degree of vision * person who is legally blind is unable to read the largest letter on the eye chart with corrective lenses ¢ total blindness is defined as an inability to perceive any light or movement ¢ Some major diseases that causes serious visual impairment: a. Macular Degeneration - Most prevalent eye diseases. Deterioration of macula, the central area of retina, results in an area of decreased central vision. Peripheral and side vision remains unaffected b. Cataract - An opacity in the lens which results in diminished acuity but does not affect the field of vision. There are no blind spots, but the person's view is hazy overall, particularly in glaring light c. Glaucoma - Chronic elevated eye pressure in susceptible individuals may cause atrophy of the optic nerve and loss of peripheral vision. Early detection and close medical monitoring can help reduce complications. d. Diabetic Retinopathy - Leaking of retinal blood vessels in advanced or long-term diabetes can affect the macula or the entire retina and vitreous, producing blinding areas ¢ Strategies in Teaching Visually Impaired Clients: a. Assessment - Asa first step, assess patients to avoid making assumptions about their needs because a person who is blind may be very different from one who has low vision. Additionally, multiple disabilities must be considered, particularly when working with older adults. b. Speak directly to patient - Make sure to speak directly to patients rather than to their sighted companions c. Contact low-vision specialist - Contact a low-vision specialist who can prescribe optical devices such asa magnifying lens (with or without a light), a telescope, a closed-circuit TV, or a pair of sun shields, any of which will help nurses to adapt their teaching materials to meet the needs of their patients d. Rely on patients’ other senses - Rely on patients’ other senses of hearing, taste, touch, and smell when conveying messages as a means to help them assimilate information from their environment. Because their listening skills are usually particularly acute, it is not necessary to shout. When teaching, the nurse should speak in a normal tone of voice e. Announce your presence, identifying yourself and explaining clearly - Always approach patients by announcing your presence, identifying yourself and others, and explaining clearly why you are there and what you are doing because people who are blind cannot take advantage of nonverbal cues such as hand gestures, facial expressions, and other body language. Instead, use their talents of memory and recall to maximize learning Take client’s hand first if handshake is appropriate - If ahandshake is appropriate, take the client’s hand first. It is also important for the nurse to indicate when a conversation is over and when he or she is leaving the room g. Describe clearly steps of a procedure - When teaching psychomotor skills, describe as clearly as possible the steps of a procedure, explain any noises associated with treatments or the use of equipment, and allow patients to touch, handle, and manipulate equipment so that they can perform retum demonstrations h. Use tactile learning technique — characteristics and placement of objects - Use the tactile learning technique when teaching them the characteristics and the placement of objects - To locate their various medicines, glue pills to the tops of bottle caps or put them in different-sized or different-shaped containers; keep items in the same place at all times so they can independently locate their belongings; and arrange ot things in front of them in a regular clockwise fashion to facilitate leaming when performing a task that must be accomplished in an orderly, step-by-step manner i. Enlarge the font size - Enlarge the font size of letters in printed and handwritten materials as a typical important first step in using these types of instructional tools j. Use bold colors - Use bold colors to provide contrast, which is a key factor in helping a person with limited sight distinguish objects. Assess whether black ink on white paper or white ink on black paper is better; if using a dark placemat with white dishes or serving black coffee in a white cup helps them to see items more clearly; and if placing pills, equipment, or other materials on a contrasting background helps them locate objects they need k. Use proper lighting - is of utmost importance in assisting patients to read or locate objects. Regardless of the print size, the color of the type, or the paper used, if the light is not sufficient, patients will have a great deal of difficulty distinguishing words or manipulating objects |. Provide large-print watches and clocks - Provide large-print watches and clocks with either black or white backgrounds that are available through a local chapter for the visually handicapped m. Make use of audiotapes and recordings - instructional tools to convey patient education, some of which are available as talking books and can be obtained through the National Library Service or through the state library for the blind and visually handicapped. Also, oral instructions can be audiotaped to be listened to as necessary at another time and place and can be played over again as many times as needed to reinforce learning n. Use standard computer features (screen magnifiers, high contrast, screen resolution adjustments) - screen magnifiers (which can change the text to be 2 to 16 times larger than the normal view), high contrast (which can invert typical black-on-white to other color options) and screen-resolution adjustments (which make information on the computer screen easier to see). Advanced assistive technology comes equipped with text-tospeech converters; synthetic speech; screen readers; and Braille keyboards, displays, and printers o. Access appropriate resources for information (braille library) - for printed education materials p. Use sighted guide technique in teaching ambulation - When teaching ambulation, always use the sighted guide technique by allowing the patient to grasp your forearm while walking about one half-step ahead of the blind person or seek the referral of a mobility specialist available through the local associations for the blind q. Hold teaching sessions in quite, private spaces - whenever possible, to minimize distractions and to allow adequate time to deliver instruction in an unhurried manner B. Learning Disability disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations Complex conditions that are frequently hidden and vary from individual to individual with fine motor difficulties may struggle with buttoning shirts, tying shoelaces or with handwriting. Strategies for Effective Instruction on Patients with Learning Disability a. Be clear and explicit Break your instruction into small, manageable pieces. Demonstrate or model what you are teaching. Guide your learners in practicing new learning. Give specific feedback. Allow independent practice. Gradually remove support (scaffolding) b. Give intensive instruction v Give instruction on the same topic for a longer period (can be broken up into shorter sessions) v Allow time for teaching individually or in small groups v Engage your learners: frequently ask questions that elicit interactions, physical responses, or reflection and thought c. Give extensive instruction v Identify key words and ideas v_ Review frequently v Explicitly teach vocabulary and recycle frequently: a learner needs to meaningfully engage with a word at least twelve times to leam it d. Teach strategies for reading, writing and learning Teach phonological awareness Teach leamers how words are formed Teach word attack strategies Help learners to develop reading fluency Teach how to approach tasks. Teach ways to learn. Teach steps for planning, performing, and reflecting on learning. Dr. Price also gave examples of effective ways to teach reading and effective tools for teaching comprehension: — Teach phonological awareness (the awareness and manipulation of the individual sounds of language). — Teach learners how words are formed (morphology), such as common prefixes, suffixes, and endings. KK KKKK KK KKK KKK Cc. Communication Disorders affect an individual’s ability to both send and receive messages and can also weaken speech and language skills, or impair the ability to hear and understand messages cerebrovascular accident is the most common cause of impaired communication and is the leading cause of long-term disability in the United States C1. Aphasia impairment of language, affecting the production or comprehension of speech and the ability to read or write one of the most common residual deficits of a stroke difficulty speaking, understanding, reading, writing results from damage to the language center of the brain and is not the result or cause of an impairment in intelligence * seen commonly in adults who have suffered a stroke, can also result from a brain tumor, infection, head injury, or dementia ¢ type and severity of the language dysfunction depend on the precise location and the extent of the damaged brain tissue ¢ newly diagnosed patients usually work with a speech therapist ° Types: a. Global aphasia — most severe form; produce deficits in both the ability to speak and understand language as well as to read and write - typically the result of extensive damage to the left side of the brain, which is where the primary function of language resides in most people b. Expressive aphasia — having difficulty conveying their thoughts, speaking haltingly, and using sentences consisting of a few disjointed words, but they understand what is being said to them - affects the dominant cerebral hemisphere and results in patients having difficulty conveying their thoughts, speaking haltingly, and using sentences consisting of a few disjointed words, but they understand what is being said to them - expressive aphasia occurs when an injury damages the inferior frontal gyrus, just anterior to the facial and lingual areas of the motor cortex, Known as Broca’s area - Broca’s area is so near the left motor area, the stroke often leaves a person with right-sided paralysis as well c. Receptive aphasia — damage to Wemicke’s area of the temporal lobe and affects auditory and reading comprehension - hearing in patients is not impaired, they are nevertheless unable to understand the significance of the spoken or written word d. Anomic aphasia — understand what is being said to them and can speak in full sentences, but they have difficulty finding the right noun or verb to convey their thought; circumlocution - Circumlocution, or speaking around an issue, switching thoughts when they cannot remember a word, or taking new pathways to describe the word they can’t remember is common - specific anatomical abnormality that results in anomic aphasia, however, is unclear ¢ Ways of Teaching: a. Speech therapy v Establishment of communication at some levels of aphasia must be made v_ should be one of the earliest interventions, and the nurse will need to incorporate those strategies identified as effective by the speech therapist into the teaching—learning plan v nurses are hampered in their ability to conduct an assessment, establish a relationship with the patient, and engage in meaningful interaction v_ Regardless of how severe the communication deficit is, it is almost always possible to assist patients who have had a stroke to communicate in some manner and to some extent v With any type of aphasia, the nurse should focus on what the patient can do rather than on the speech deficits b. Environmental control v_ have individual's full attention before attempting to communicate v quiet, disruption-free area is created v v patients are often frustrated or embarrassed by their disability, a private area also is preferred nurse must always remember that the patient's difficulty with communication is not reflective of an inability to think or understand c. Augmentative and alternative communication (AAC) v v xj KS AK K Be sure you have the patient's attention Establish a consistent system for everyone to use for patient's response to a yes/no questions Teach the patient to point to certain objects to quickly express common needs Speak slowly and use simple sentence structure Avoid jumping from one topic to topic Teach patient to use exaggerated facial expressions, hand movements or tone of voice Make use of available communication boards Support patients’ speech therapy programs by having them recall word images ¢ Goal: COMMUNICATION rather than perfection - Ample praise and positive reinforcement for attempts to speak or efforts to understand are also important. - unnecessary and demoralizing to correct every misunderstanding or error in word selection and pronunciation. - important that the nurse, as well the family, avoid the tendency to protect the patient by shielding him or her from group conversations, especially those conversations that are important to the patient C2. Dysarthria * neuro-motor disorder caused by damage to the nerves or muscles associated with eating and speaking (tongue, mouth, larynx, vocal cords) * range from mild to severe Speech: unintelligible, audible, natural and efficient The type (flaccid, spastic, ataxic, hypokinetic, and mixed) and severity of dysarthria depend on which area of the nervous system is affected ¢ Interventions: v Speeci -language pathologist - help improve the function of various muscles used for speech in patients with dysarthria v Prosthetic palate - used to control hypemasality (condition in which air flows through the nose during speech and affects the sound of the voice) = Sign language may be used if the person’s arm and hand muscles are not significantly affected. = Nurse should work with the speech language pathologist to determine whether any of the other nonverbal aids would be appropriate, such as communication boards or a portable electronic voice synthesizer ¢ Communication techniques: Y control the communication environment — reduce distractions v_ pay attention to the patient and watch him/her while speaking v be honest and let the patient know when understanding him/her is difficult v encourage patient to speak more slowly a. Anterograde Amnesia — have memory until the brain injury but are unable to form memories in the present b. Retrograde Amnesia — have memory loss prior to the brain injury Teaching Strategies: a. emphasize memory techniques that focus on the need for attention, the benefit of repeating information, and the importance of practicing recall to grasp the information being taught b. encourage patient to take notes during sessions if communication is intact, the session can be audiotaped to provide the patient and his or her family with reinforcement of information minor memory problems — assist patient to create a system of reminders use vivid pictures or have patient draw teach patient to “chunk information” have brief, frequent repetitive sessions that provide constant reinforcement of learning g. involve the family or caregiver in the teaching session whenever possible to support the patient and reinforce information ~oao ETHICO-LEGAL FOUNDATIONS OF CLIENT EDUCATION ETHICS guiding principles of behavior having to do with moral standards, conforming to the standards of conduct of a given professional group Implies conformity with an elaborated, ideal code or moral principles Bioethics - application of ethical principles to life and death issues Ethical - norms and standards of behavior by the society to which a person belongs MORAL VALUES internal belief system what one believes to be right This value system, defined as morality, is expressed externally through a person’s behaviors. Morals are formed out of a person's values, and these values are the foundation of a person's ability to discern between right and wrong LEGAL RIGHTS and DUTIES tules governing behavior or conduct that are enforceable by law under threat of punishment or penalty, such as a fine, imprisonment, or both By law, the teaching role of nurses is legally mandated in the rules and standards of the nurse practice act Mandates and Directives 1918 — National League of Nursing Education (NLNE) now known as the National League for Nursing (NLN), recognized the importance of health teaching as a responsibility of the nurse for the promotion of health and prevention of illness in different settings 1938 — NLNE declared that a nurse was fundamentally a teacher & an agent of health e 1950 —NLNE specified course content and principles of teaching & learming as part of the curriculum; International Council of Nurses (ICN) endorsed health education as an essential requisite for the delivery of nursing care ¢ 1993 — Joint Commission on Accreditation of Healthcare Organizations (JCAHO) delineated nursing standards or mandates for patient education which are based on positive outcomes of patient care. The teachings must be patient and family-oriented. ¢ 1998 — PEW Health Professions Commission recommended the importance of patient & staff education & role of nurses as educator ETHICAL THEORIES © provide part of the decision-making foundation for decision making when ethics are in play * represent the viewpoints from which individuals seek guidance as they make decisions e In order to understand ethical decision making, it is important for nurse educators to realize that not everyone makes decisions in the same way, using the same information, employing the same decision rules a. Deontological e from the Greek word deon, which means “duty” and Jogos, which means “science” or “study” ¢ stresses the importance of doing one’s duty and following the rules ¢ person will follow his or her obligations to another individual or society because upholding one’s duty is what is considered ethically correct * considers the intention of the action, not the consequences of the action ¢ individuals goodwill that determines worthiness, not the outcome © person who adheres to deontological theory will produce very consistent decisions since they will be based on the individual's set duties b. Teleological ¢ utilitarian approach to ethical decision making, allows for the sacrifice of one or more individuals so that a group of people can benefit in some important way ¢ believes that given the alternatives, choices should be made that result in the greatest good for the greatest number of people ¢ right encompasses actions that have positive outcomes, wrong is composed of actions that result in poor outcomes ¢ what makes an action right or wrong is its usefulness c. Principlism ETHICAL PRINCIPLES ¢ provide a foundation for nursing practice ¢ basis for nurse’s decisions on consideration of consequences and of universal moral principles when making clinical judgments Principle Definition Example Autonomy - derived from the Greek words auto (“self”) and nomos (‘law’) decision making should focus on allowing people to be autonomous—to be able to make decisions that apply to their lives right of self-determination people should have control over their lives as much as A patient chooses to accept or reject a recommended treatment plan possible because they are the only people who completely understand their chosen type of lifestyle action should not be constrained by others Basic elements: v ability to decide - there should be adequate information and intellectual competence to decide v power to act upon one’s decision - example is a person who is in prison might have made a lot of decisions pertaining to his personal advancement but lacks the power to implement them v respect for the individual autonomy of others - involves both the practitioner and the client - People should be free to choose and entitled to act on their preferences provided their decisions and actions do not stand to violate or impinge on the significant moral interests of others Veracity truth-telling being completely truthful with patients; nurses must not withhold the whole truth from clients truth telling relates to the role of the nurse as expert witness no forms of deception: v intentional lying v non disclosure of information ¥_ partial disclosure A patient asks if the procedure will hurt, and the nurse truthfully explains any potential discomfort Confidentiality privacy of information personal information that is entrusted and protected as privileged information via a social contract, healthcare standard or code, or legal covenant Patient medical records are secured so they can be accessed only by persons who need to see them. Non Maleficence “Do no harm” A nurse does not Remember: By teaching patients and families, nurses can achieve the professional goal of providing cost-effective, safe, and high-quality care I. Role of Nurse as Educator in Health Promotion e key position to promote healthy lifestyles ¢ role of educator is not primarily to teach but rather to promote learning and provide for an environment conducive to learning A. Facilitator of Change ¢ considered in the context of nursing interventions that will effect change on the client e explaining, analyzing, dividing complex skills, demonstrating, practicing, asking questions, and providing closure are effective in facilitating change in the learning situation (deTornay and Thompson, 1987) B. Contractor ¢ stating mutual goals to be accomplished, devising an agreed-upon plan of action, evaluating the plan, and deriving alternatives e has been a popular means of facilitating learning ¢ Informal or formal contracts can delineate and promote learning objectives ¢ Educational contracting: Key to informed consent Learning is individualized Involves a trusting relationship Free to leam and make mistakes R444 Cc. Organizer ¢ manipulation of materials and space, sequential organization of content from simple to complex, and determination of the priority of subject matter ¢ Organization of learning material decreases obstacles to learning D. Evaluator ¢ ensuring that all teachings have been applied and improved the health of individuals, families and groups ¢ evaluation in the form of outcomes ¢ evaluative processes are an integral part of all learning Il. The Role of the Family in Health Education ¢ Primary Motives of involving the Family: (Family caregivers provide critical emotional, physical, and social support to the patient) Decrease the stress of hospitalization Reduce the costs of care Increase satisfaction with care Reduce hospital readmissions Prepare the patient for self-care management o2o0p ¢ Family role enhancement and increased knowledge on the part of the family have positive benefits for the learners as well as the teachers. - Patients derive increased satisfaction and greater independence in self-care, and nurses experience increased job satisfaction and personal gratification in helping patients to reach their potential and achieve successful outcomes e The more individuals involved, the greater the potential for misunderstanding of instruction. - Realistically, it is difficult to coordinate the instruction of so many different people - Family must make the deliberate decision as to who is the most appropriate person to take the primary responsibility as the caregiver ¢ Nurse educator must explore caregiver's: v_ Learning style v¥ Cognitive abilities v Fears and concems v Current knowledge of the situation - family and the nurse may perceive the patient problem differently - Such difference must be identified so that effective teaching can be provided - caregiver needs similar information to what the patient is given to provide support, feedback, and reinforcement of self-care consistent with prescribed regimens of care - secondary caregiver is identified and also must be considered when teaching ¢ What the family is to do is important, but what the family is to expect also is essential information to be shared during the teaching—leaming process. - Sometimes the family members need more information than the patient to compensate for any sensory deficits or cognitive limitations the patient may have - Anticipatory teaching with family caregivers can reduce their anxiety, uncertainty, and lack of confidence - greatest challenge for caregivers is to develop confidence in their ability to do what is right for the patient - Education is the means to help them confront this challenge. - The patient’s family is perhaps the single most significant determinant of the success or failure of the education plan and achievement of successful aging. FUTURE DIRECTIONS IN HEALTH EDUCATION Fourth Industrial Revolution ¢ characterized by a fusion of technologies that are blurring the lines between the physical, digital and biological spheres ¢ a fusion of advances in artificial intelligence (Al), robotics, the Internet of Things (loT), 3D printing, genetic engineering, quantum computing, and other technologies ¢ collective force behind many products and services that are fast becoming indispensable to modern life * represents a fundamental change in the way we live, work and relate to one another * anew chapter in human development, enabled by extraordinary technology advances commensurate with those of the first, second and third industrial revolutions. Technology will influence the way nurses practice with some of the most dramatic advances occurring in the field of education, where technology has transformed the way leamers learn and the way teachers teach I. Current Health and Wellness Trends a. Telehealth (Virtual Care, Remote Medicine) ¢ use of digital information and communication technologies, such as computers and mobile devices, to access health care services remotely and manage your health care (Mayo Clinic) ¢ Doctor appointments and check-ups need not be face-to-face all the time. Consultations are done online. * Goals: v_ Make health care accessible to people who live in rural or isolated communities. v_ Make services more readily available or convenient for people with limited mobility, time or transportation options. v Provide support for self-management of health care. b. Healthcare Consumerization ¢ People continue to consume health and wellness products with pride © Stores (physical & digital) carry health and wellness products prominently * “Consumerization of healthcare” - term that been thrown around a lot when talking about the future of the healthcare industry ¢ isa shift in focus on the individual consumer rather than the market as a whole. ¢ According to The Institute for HealthCare Consumerism, “consumerism in the healthcare industry is an inescapable growing trend.” * Consumerization of healthcare is the trend of people influencing and controlling their medical & wellness care ¢ Non-traditional sectors such as retail, technology & consumer packaged goods are looking to address these needs. c. Preventive Medicine e “An ounce of prevention is worth pounds of cure” Better avoid getting sick than paying for costly medical bills AIM: Disease Prevention The primary method used to carry out preventive medicine is education. includes various specifically targeted measures and counselling, based on the principle that one should not only consult a doctor when one is ill, but most importantly when one is in good health © This approach zeroes in on the health and wellness of individuals and communities * grounded in social, behavioral, and economic sciences © primary method used to carry out preventive medicine is education. d. Smart Hospitals ¢ Presence of automation and artificial intelligence (Al) to make hospitals smarter for both staff and patients ¢ those that optimize, redesign or build new clinical processes, management systems and potentially even infrastructure, enabled by underlying digitized networking infrastructure * Goals: v_ provide a valuable service or insight which was not possible or available earlier v achieve better patient care, experience and operational efficiency ¢ Three (3) areas addressed: i. Operations - When information is widely available, it is no longer necessary for the teacher to “find, filter and deliver” content. Therefore, the teacher is no longer the person who holds all answers or who is solely responsible for imparting knowledge. a. Educators are becoming facilitators of learning_rather than providers of information - As information becomes more and more accessible, the need for memorization becomes less important than the ability to think critically - contemporary educators are helping individuals learn how to refine a problem, to find the information they need, and to critically evaluate the information they find. b. Nurses must structure their approach to healthcare education to be consistent with the needs of today’s patients - first step is to re-conceptualize the role of the nurse educator as someone who does more than impart knowledge. - nurse must be prepared to be a facilitator of learning by helping individuals to access, evaluate, and use the wide range of information that is available - must be also willing to encourage and support patients in their attempts to seek the knowledge they require. c. Empowered and enlightened clients to engage in their health care plan - Access to health information online has been shown to encourage consumers to engage in greater dialogue with their healthcare providers as they seek clarification and greater understanding of their health, illness, diagnosis, and treatment - Today’s consumers often enter the healthcare arena with information in hand. They are prepared to engage in a dialogue with their healthcare providers about their diagnoses and treatments. - clients who have gone online to find health information show that the information they found caused them to make decisions about treatment of a condition and made them more confident in asking questions of their care provider - nurses can no longer assume that the patients they see in a hospital or clinic will have little information other than what educators have given them or that they will not have explored the treatment options available to them. d. Technology has given rise to a dramatic increase in educational opportunities for nurses - Nurses seeking advanced degrees and credentials or continuing education credits can now study at colleges and universities offering distance education programs in a wide range of subject areas - Computers have made it possible to provide anytime, anywhere access to job training and continuing education - Virtual reality and computer simulation can open opportunities to learn hands-on skills and develop competencies in areas such as diagnostic reasoning and problem solving IV. Strategies for Using Technology in Healthcare Education a. World Wide Web ¢ virtual space for information ¢ INTERNET > huge global network of computers established to allow the transfer of information from one computer to another ¢ The technology-based educational resource that is familiar to most people ¢ These cover a wide range of topics and display a variety of formats, including text, audio, graphic, and video. ¢ Thousands focus on health information, products, and services. ¢ Healthcare consumers can find websites ranging from those that present videos of surgical procedures to those where they can ask questions as well as receive information. * common misconception is that the WWW and the Internet are two names that describe the same entity. In fact, they are related but different. Internet is a huge global network of computers established to allow the transfer of information from one computer to another. WWW was created to display information, the Internet was created to exchange information. ¢ The WWW resides on a small section of the Internet and would not exist without the Internet’s computer network ¢ Information Literacy Competencies: - Information literacy is not synonymous with computer literacy - An individual who is information literate knows how to find the information needed and can evaluate the information found for accuracy, currency, and bias. i. The ability to identify the information they need ii. The skills to access the information they need iii. | Knowledge of how to evaluate the information they find iv. The ability to use the information they deem valid ¢ Importance of Information Literacy: i. Patients mostly have searched the web for information - 35% of adult patients report having gone online to search their symptoms to determine if it is necessary to see a healthcare provider - familiarity with the type of information helps direct the assessment of patients prior to teaching to identify the needs of the learner and to determine whether follow-up is necessary ii. | Tremendous resource for both clients and professional education - nurses must possess information literacy skills and be prepared to teach these same skills to patients, staff, and students including how to access the information on the Web and how to evaluate the information found iii. | Provides a powerful mechanism for nurses to offer healthcare education to a global audience - they may work with website designers to develop the information it contains, evaluate the accuracy of the information presented, and interact ere who accass the site Netweliness fap Unverstyf Nonprofit consumer hatch retominessorg Cnn Ohio. webs that provides gh quay State Uniersty, _lnfoeation crested and evaluated and case by mecca and heath prfessona Wesern Reserve facutyat sever universes Universty Patents ke btpupatentlieme amie Heywood, le ‘cofounder and chaeeman uitipupose ste wher people Conditions aeregizeed.on this ste MLATop Innp:/wmumianet Medical bray Example of website that provides Heath or/plemaiis Assocation links avait of health-related a ser thathave Den evaluated according to standard criteria b. Social Media ¢ “Internet sites and applications that allow users to create, share, edit and interact with online content” * Web 2.0, also known as social networking, has made available a wide array of communication formats for people with similar interests to come together to exchange ideas and share information. These forums are collectively referred to as social media ¢ has proven to be a powerful force to educate and empower people, to quickly send messages to a worldwide audience, to gather information about public perceptions of health issues, and, in some cases, to collaborate with other users in real time * Social media in combination with the growth of mobile technology has changed the way people seek and find health-related information. With this, a woman can find online reviews of area surgeons and area hospitals, go to YouTube to watch the procedure being suggested ¢ provides an effective set of tools that can be used by the nurse to educate healthcare consumers, nursing staff, and nursing students. Also, provides a means for networking and professional development among nurses and other healthcare professionals c. Blog ¢ “weblog” © an online journal or informational website displaying information in reverse chronological order * aplatform where a writer or a group of writers share their views on an individual subject * sometimes referred to as web diaries, blogs are much more than that; for example, they may include images, media objects, and links that allow for public responses © typically viewed in reverse chronological order (most recent first) and are easy to follow. Other common features include archives, a blogroll (list of recommended blogs), and a reader comment section * Because of ease of use and the popularity of this form of electronic communication, blogs remain an effective way to provide consumers with health-related information © nurses who use blogs to teach must implement a plan for regular maintenance and updating of the site and should regularly evaluate the use, readership, and impact of the blog d. Wikis ¢ Awebsite that allows multiple users to come together to collaboratively write and edit the content and structure of a collection of webpages ¢ They are asynchronous meaning they allow users to work in concert with one another but not necessarily simultaneously. Authors may contribute to the webpages at their individual convenience. Tool for professional education Either open or close The term wiki, which means quick in Hawaiian wikis are more social in their construction. Such a collection is easily expanded, and all users can add to, edit, and remove content. Wikipedia is one of the best-known wikis. ¢ also have the capacity to hold multimedia content such as text, videos, audio, and photographs making them a potentially exciting and engaging source of information. Participants also can link to other content or to media by way of hyperlinks ¢ Health-related wikis are promising tools for consumer education, for example, WikiMd is a free medical encyclopedia moderated by health professionals.