The problem of health literacy is universal, and it goes past those who cannot read, write, or speak English. The fundamental goal of nursing research is to improve nursing practice. In a manner conforming to Weiss and Tappen (2015), Individuals without necessary health literacy skills are less likely to meet their health-care conditions (p. 89). This paper explores three article that describe the role and application of health literacy in nursing. However, the studies share similarities in how they link health literacy to patient education and more so patient self-care management. While the purpose of the articles is to determine knowledge improvement in clinical nurses, Sherman (2016) empowers and educate nurses to ensure that they are well …show more content…
The author’s study design is guided by a clinical question – “Will clinical nurses demonstrate improvement in knowledge as well as performance during simulated patient scenario after completing a curriculum designed to promote effective and efficient patient education through the use of key steps to education” (p. 298). To begin with, the author devised a standardized approach to help answer her clinical question. Specifically, the project utilized 85 nurses including a standardized patient education curriculum in which learners goals and objectives were identified, appropriate delivery method and evaluation with teach-back method were used. During a 15-minute simulation scenario session that addressed a patient in need of discharge education and ready for discharge, nurse managers presented involved nurses with instructions on pre-test completion. As soon as the sessions were over, participants completed a post-test – just like the pre-test, the post-test did not include identifying information to maintain anonymity. For further analysis, simulation sessions were recorded and reviewed alongside a checklist by two more nurse educators. Thereafter, three statistics collection software (Excel, IBM Corp. and Kappa statistics) were used to …show more content…
Overall, each simulation performance checklist objectives showed improvement. Some of the limitations the study encountered were a small sample group, reliability of tools used was not statistically determined, a group of nurses was unable to complete simulation due to scheduling conflict, and inter-rater reliability between two nurse educator observers was not up to standard. In terms of nursing implications, the standardized patient education curriculum generated will continue to serve as an effective education tool. Furthermore, better patient education practices help foster patients’ ability in self-care hence improved patient outcomes. As stated by the author in her conclusion, “To promote better patient health outcomes, clinical nurses need to be involved increasingly with patient education. However, they require support and resources in their role as patient educators to be successful” (p.
Education is imperative in improving quality and safety in patient care. Nurse educators must now implement a curriculum that is designed to teach pre and post-license nursing students the skills, knowledge, and attitude that is necessary to ensure the safety of the patients. Obtaining knowledge in how to
Across the nation many nursing programs are facing clinical site shortages for their students. The hardest hit population is the license vocational nursing (LVN) students. Many hospitals are trending toward achieving “Magnet Status” for their institutions. Therefore, LVN students are no longer allowed to complete their clinical training in several hospitals. This action forces many nursing programs to seek alternative methods of clinical instruction. In years past simulation training was used as an aid to facilitate learning. Today, for many nursing programs scenario based simulation is the only option for learning patient care.
Studies show that patients forget at least half of the information explained to them (Tamaru-Lis, 2013, p. 268). In addition, low health literacy correlates with poor disease management, readmissions, and poor compliance to treatments (Eadie, 2014, p. 9). The goal of teach-back, therefore, is to improve recollection and increase health literacy. Nursing practice is aimed towards meeting these goals. Ultimately, nursing practice will improve as nurses are better able to deliver quality care, promote patient safety, and increase patient satisfaction. As a result, patient outcomes are optimized because teach-back minimizes communication errors and encourages participation. Participation allows patients to make appropriate decisions which direct health care professionals to provide patient-centered care.
Bachelor of Science in Nursing (BSN) programs strive to prepare student nurses for the National Council Licensure Examination (NCLEX) that tests not only pure knowledge, but the reasoning and application of that knowledge. These programs provide student nurses with the necessary knowledge base and ability to apply knowledge in practice; especially since the introduction of Evidence-Based Practice (EBP) has been integrated into didactics. EBP, along with hours of clinical placement, benefits student nurses by arming them with the clinical judgment skills called for in the workplace. However, if student nurses accrue more focused clinical hours in their areas of specialty, they will be better prepared for the situations they will face in their careers in which simulation labs or nonspecific clinical settings fail to adequately prepare them. With more hours spent in specialty areas, student nurses will be able to establish higher degrees of mental preparedness and hands-on experience as well as understanding of the difficulties and demands of working as a nurse in a specific field as opposed to shifting between various focuses of nursing.
The Quality and Safety Education for Nurses (QSEN’s) goal is to prepare future nurses with the knowledge, skills, and attitudes (KSAs) that are needed to continuously improve the quality and safety of the healthcare systems within which they work. QSEN focuses on six main competencies; patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics. As we have learned in earlier classes these competencies and their KSAs offer a base to help us and other nurses as we continue our education and become RNs. As we will learn in this class these KSAs go hand in hand with health assessment.
This essay is going to focus on the nursing skills that I developed during a period of placement simulations and in the community, placing emphasis on oral care, communication with a non-engaging patient and bed bath. It will outline the fundamental aspects of clinical nursing skills that I have begun to acquire. This will also highlight the learning processes which took place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using other sources of current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these skills as well as identifying areas with scope for learning.
On the other hand, I learned new concepts and terms. Simulation repeats some essential aspects of patient situation so that the situation may be understood and managed when it occurs in real clinical practice. Students in the school of nursing use the simulation learning center to learn and get experience in the field. The simulation is an educational process that requires the learner to demonstrate procedural techniques, decision making, and critical thinking. I learned that a simulation experience allows students to critically analyze their own actions and reflect on their own skill set. As a nursing student, I learned you have to complete clinical hours and practice in the simulation learning center. To become a certified nurse there are many training courses, exams to pass, and in the field experience to complete. Health professionals such as a nurse,
Jeffries, P.R. (2008). Getting in S.T.E.P. with simulations; Simulations take educator preparation. Nursing Education Perspectives, 29(2), 70-73
It prepares a novice to be able to perform basic skills throughout their career. Learning is related in the classroom by simulation labs and clinical instructors. Educators consider nursing education to be serious. Their role in preparing nursing students is to convey safe practice for patients. They focus on educating students to learn the knowledge of essential care for different patients. New graduates who learn the sufficient knowledge and skills will be able to understand aspects to protect and design for the nurse and patient. Students are taught to recognize safety threats and will understand the significance of reporting errors for future prevention.
The article was complicated, but it helped address the learning patterns and what a nurse needs to know in their practice to better themselves and provide the best care for a patient. By acknowledging the patient as a person, applying science based practice, using artful skills, and ethically providing care to a patient, the nurse extends their patterns of knowing and forms their knowledge base.
This essay is going to reflect upon the nursing skills I developed during a period of placement simulations, placing emphasis on oral care, communication with a non-engaging patient and bed bath. It will outline the fundamental aspects of clinical nursing skills that I have begun to acquire. This will also highlight the learning processes which took place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using a variety of sources from current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these skills as well as identifying areas with scope for learning.
Health literacy plays an important role in individuals’ decision-making. The scope of health literacy does not limit to traditional medical perspective. In fact, it has extended from the basic understanding of diseases and medications to all aspects that affect health. As one of the key social determinants, health literacy has huge impact on health and well-being. Its influence is associated with disease prevention, healthy lifestyle promotion, policy making, etc. This essay will first discuss the concept of health literacy and the consequences that link to it, and then give a strategy—designing user-centred messages in education, to improve health literacy,
According to the Bureau of Labor Statistics (2015), health education specialists teach people and communities about behaviors that promote wellness. They plan, design, and implement strategies to improve individuals’ and community’s health. In addition to these functions, they act as health education resource people for the communities or populations they serve, offering information on a wide range of health subjects (Cottrell, Girvan, McKenzie & Seabert, 2015). This is the sixth area of responsibility required by the National Commission for Health Education Credentialing. Three areas of competencies are contained in this area of responsibility, which are listed below: Competency 6.1: Obtain and Disseminate Health-Related Information Competency
Nursing knowledge guides nursing practice. Nursing knowledge advanced the health and well-being of individual clients, families, and communities. The rapidly increasing resources available for nursing research have opened numerous opportunities for studying essential issues in promoting health, ameliorating the side effects of illness and the consequences of treatments while increasing the health outcomes of our patients and their loved one. (Sue, 2000).There so many challenges that are facing the future of nursing practice, one of them is the presence of the wide gap between the theory and practice .one of the primary problem or concern is the difficulty of transferring available knowledge into clinical practice. According Sue (2000).No challenge
Roy, C. (October 2013). Nursing Knowledge: A Transforming Energy. The Third Annual Alumni Nursing Reunion and Distinguished Lecture Program. Lecture conducted from Holy Family University, Philadelphia, PA.