Patient education is a process of providing patients and their families with information, knowledge and skills that are necessary for the management of their health and illness concerns (Park, 2005). It is the responsibilities of nurses to follow the teaching process when providing patient education. They includes assessing the patient educational needs, planning an educational session, implementing the plan, and evaluating the educational process. Obstacles to teaching and learning are those that confront nurses in the educational process. Nurses can find that they don’t have enough time, knowledge, and teaching skills. In addition, patients’ literary level, and environment and personal conditions will affect their ability to learn. Cognitive and humanistic are two learning theories that can help nurses and patients to achieve the goals and benefits of the patient education.
The Responsibilities of the Nurse When Providing Patient Education
Responsibilities of nurses in patient education are helping patients learn health-related behaviors to achieve the goal of optimal health and independence in self-care. It is also the responsibility of the nurse to assess the patients’ learning needs, readiness to learn, and learning styles. Needs and problems of individual patient and family are very important (Wingard, 2005). Some patients need information to understand more about their health condition and how to overcome or prevent the complication of disease. The others may interest in improving quality of life with current diseases. Patients’ problems include patients’ culture, race, ethnicicy, religious orientation, socioeconomic status, age, gender, educational background, literacy level, and emotional state (Wingard, 2005). Next, nurses will develop the teaching plan and implementation that are based on their assessment. It is the responsibility of nurses to design a clear statement of goals and objectives to bring about the successful patient education. Goals and objectives should be specific, achievable, and measurable to ensures that learning interventions will be tailored to the individual patient’s needs (Wingard, 2005). And finally, nurses have the responsibility to evaluate the teaching plan to see whether the designed goals and objectives are being achieved. If objectives have not been met, it may be necessary to return to the assessment phase, reassess learning needs, and establish a new teaching plan (Wingard, 2005).
Obstacles May Exist to Interfere with the Educational Process
Barriers to teaching are those factors that block the nurses’ ability to optimal deliver educational services. They include lack of time to teach, lack of knowledge and teaching experience, and low priority assigned to teaching (Bastable, 2013). On the other hand, lack of learning time, patient’s low literacy, and influence of the environment and patient’s conditions are factors that negatively impact the patients’ ability to receive and process health information...