NRS 429 Describe the nurse’s role and responsibility as health educator

Grand Canyon University NRS 429 Describe the nurse’s role and responsibility as health educator-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 429 Describe the nurse’s role and responsibility as health educator assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NRS 429 Describe the nurse’s role and responsibility as health educator                            

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 429 Describe the nurse’s role and responsibility as health educator  depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NRS 429 Describe the nurse’s role and responsibility as health educator                          

The introduction for the Grand Canyon University NRS 429 Describe the nurse’s role and responsibility as health educator  is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NRS 429 Describe the nurse’s role and responsibility as health educator                          

After the introduction, move into the main part of the NRS 429 Describe the nurse’s role and responsibility as health educator  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NRS 429 Describe the nurse’s role and responsibility as health educator                          

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NRS 429 Describe the nurse’s role and responsibility as health educator                            

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NRS 429 Describe the nurse’s role and responsibility as health educator

Re: Topic 1 DQ 1

As a staff member in a hospital setting I am very wary of Joint Commission. We are taught that they are there to help make sure working conditions are safe for staff and patients but on days they show up its a mad dash to make sure everything is how it should be to avoid a bad review. I also know staff members who hide went Joint Commission is present in fear they will be scolded for answering a question wrong. I was hesitant to read this article, afraid of how nurses would be portrayed. I was pleasantly surprised to read in this article that the Joint Commission understands that healthcare is a fast paced environment and a lot of the education falls on nurses not just providers. I was not surprised to learn that many errors are caused by inadequate handovers. I have been a night shift nurse giving morning report struggling to keep myself awake and remember everything that needed to be passed off to the next shift then to be laying in bed an hour later remembering something I need to share. I really enjoyed learning about the “I PASS THE BATON” acronym for shift report. I think that this method is very clear and easy to use especially when a shift has been long and hard and minor details quickly slip out of your mind in anticipation of going home. I plan on implementing this strategy the next time I work. I will be able to use these strategies offered frequently due to the diverse population I encounter at work. Overall, I enjoyed this article and learned a lot and I look forward to sharing some of these findings and recommendations on improving these downfalls on my unit so our patients can have more effective discharge education and quality care.

Sample Answer 2 for NRS 429 Describe the nurse’s role and responsibility as health educator

Thank you for the article, Dr. J, it reminded us of how significant proper communication following evidence-based communication methods is, I believe SBAR is what comes naturally to all of us when we communicate patient-related information. To me I PASS BATON is new. 5 D’s seems to be something we would think it’s done automatically however the reality of our fast-paced nursing and medical life doesn’t go by the book most of the time, I have seen patients with hyperkalemia and stage 5 CKD, drinking orange juice, served by hospital cafeteria and I will be wondering where is the Dietician? Did the Physician explain the diagnoses and future direction? Are we as nurses doing our part in patient education effectively? Is it clearly understood? Are we achieving behavioral objectives?

Joint Commission has accredited hospitals since 1951 and certified more than 21,000 healthcare organizations and programs. Communication has always been on top of JCI’s list and its a second international patient safety goal, through research, JCI has discovered that a lot of errors in healthcare settings are due to poor communication. I think the main hinderance to communication is time, over the years I have seen only ONE Physician sitting next to his patient’s bed and explaining a medical diagnoses, answering any concerns, breaking it down in simplest form, I respected his compassion and empathy. His patients were blessed to have him. As nurses we hardly have break most of the time, and that electronic documentation record seems to be taking nurses focus away from bedside nursing to computer nursing.

Effective patient-provider communication is critical to the successful delivery of healthcare services, cost-cutting and positive patient outcomes.

Sample Answer 3 for NRS 429 Describe the nurse’s role and responsibility as health educator

Nurses wear many hats. One of them is being an educator. Part of providing care for our patients is also teaching them about their condition, their medications, the plan of care, safety, and what to do upon and after discharge. Patients gain more knowledge and confidence when nurses give them proper education about their care. It is also a great way of getting the patient to participate in their care. Giving patient education results in better patient outcomes. Nurses play a great role in patient education because not only do they increase their patient’s knowledge, but they also increase their confidence in being able to care for themselves after getting discharged.

Aside from knowing the learning styles of the patient, the nurse educator may consider other strategies in developing individual care plans or educational programs to promote health. Some strategies suggested by Gayle Morris (2022) include keeping things simple, considering communication barriers, writing down important information, and utilizing the teach-back method. It is helpful to use simple words and terminologies instead of medical terms when teaching the patient. Most of the time, when someone does not understand the words used, they lose their focus and interest. Nurses must talk to patients using words and terms that patients understand. It is also helpful when nurses understand their patient’s background and if there are any language or cultural barriers. This way, the nurse can consider using an interpreter or providing printed materials in the patient’s language, and structure her teaching appropriately. Writing information helps the client retain important patient education items. It also enables the nurse to follow through and go back to the written notes to reinforce teaching. When giving patient education, nurses need to make sure that they are able to communicate the message effectively. This can be done by checking for understanding. A good way to check for understanding is asking the patient to teach back the information that was taught to them. This method is especially helpful when there is a medication that they need to administer on their own or a therapeutic action that they need to do. According to the book, Health Promotion: Health & Wellness Across the Continuum (Grand Canyon University, 2022), promoting behavior change and collaborating with the interdisciplinary group are helpful strategies as well. Nurses should make the patient understand that there are certain behaviors that must be avoided or changed because they can be detrimental to their health and wellness. Working with members of the interdisciplinary group allow the nurse to come up with realistic and measurable learning plans. Behavioral objectives should be utilized in care plans or health promotions when there are barriers to learning and habits and actions that do not contribute to the patient’s health. For example, is helpful to set behavioral objectives if the patient has not been taking care of himself or not adhering to medication regimen. Behavioral objectives can also be helpful to those who want to finally commit to self-care and behavior and lifestyle change in order to improve their health and overall wellness.

References

Grand Canyon University (Ed.). (2022). Health promotion: Health and wellness across the continuum (2nd ed.)

Morris, G. (2022). 10 ways nurses and nurse leaders can improve patient education. Nurse Journal. Retrieved May 1, 2023, from https://nursejournal.org/articles/tips-to-improve-patient-education/

NRS 429 Topic 1 DQ 2

The Transtheoretical Model (TTM) is a health promotion model of intentional change that stresses on the decision making of an individual. TTM assumes that individuals do not change behaviors fast and decisively, but the shift in behavior is continuous and occurs in a cyclical process (Prochaska, Redding & Evers, 2015). The TTM suggests that people move through six stages of changes, namely, pre-contemplation, contemplation, preparation, action, maintenance, and termination (Prochaska, Redding & Evers, 2015). Different intervention strategies are effective in each stage of change to move an individual to the next stage and, consequently, through the model to the ideal stage of behavior. 

The TTM helps in teaching behavioral changes by educating health providers of the behavior of individuals in each stage of the model. For instance, individuals in the pre-contemplation stage are mostly unconscious that their behavior may result in negative consequences. Besides, they underestimate the benefits of changing behavior and emphasize more on the disadvantages of changing behavior (Prochaska, Redding & Evers, 2015). Health providers can utilize this concept to make people aware of the unhealthy behaviors and the benefits that would come with changing them to more desirable ones. Additionally, TTM helps in teaching behavioral changes by application of the processes of change, which include consciousness-raising, which increases awareness of individuals about healthy behaviors (Prochaska, Redding & Evers, 2015). Dramatic relief brings about emotional arousal about healthy behaviors, which can be positive or negative arousal. 

The barriers that affect a patient’s learning ability include psychological, physiological, environmental, and sociocultural factors. Psychological barriers include depression, anger, anxiety, and fear, while physiological barriers include physical disabilities, pain, fatigue, and sensory deprivation (Livne, Peterfreund & Sheps, 2017). Environmental factors include noise, while sociocultural factors include language barrier, culture, values, and educational background (Livne, Peterfreund & Sheps, 2017). A patient’s readiness to learn, or change, makes them ready to take action and start to take steps towards the desired behavior change. Besides, they keep on moving forward with the behavior change and demonstrate this by modifying their undesirable behavior and acquiring new desirable behavior (Prochaska, Redding & Evers, 2015). As a result, the learning outcomes of a health promotion program are achieved, and this leads to the attainment of better health outcomes for patients and the community.  

References 

Livne, Y., Peterfreund, I., & Sheps, J. (2017). Barriers to patient education and their relationship to nurses’ perceptions of patient education climate. Clinical Nursing Studies, 5(4), 65-72. 

Prochaska, J. O., Redding, C. A., & Evers, K. E. (2015). The transtheoretical model and stages of change. Health behavior: Theory, research, and practice, 125-148.