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The Responsibilities Of Providing Information In Nursing

1700 words - 7 pages

According to the Merriam-Webster, learning is defined as: the activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something (Merriam-Webster, 2013). This is a very generic explanation for a complex and involved concept that typically involves a two way exchange: the key participants being the recipient of the information and the individual or group that is providing the information. Both have a responsibility to the event. Any breakdown in the skills, receptivity, interaction or communication of either party lessens the experience and decreases the learning potential.
The responsibility of the individual or group providing the education, in this case the nurse, is to create circumstances that will provide the maximum learning potential to the patient receiving the teaching. Educational information must be presented in a format that is easy to understand, is in the patient’s comfort language and learning style, and consistent with the educational and emotional level of the patient (Bastable, 2013). The nurse must have the ability to determine or assess whether the information is received and understood. If the information is not sufficiently understood the nurse must have the ability to revise the approach or format to better meet the needs of the patient. Lastly, the nurse must be able to transition the patient into an ongoing educational process that incorporates support from significant others, encourages continued education and update of information, and provides a full integration of educational information into the patient’s lifestyle. To this end the nurse must be creative, knowledgeable, and motivated.
Obstacles are part of the reality of healthcare education or training. The complexity of our organizations and our personal imperfections make it inevitable that we will encounter barriers when attempting to give or receive education or information. Learning happens to the extent that we are able to observe, address, and resolve those barriers (Russell, 2006). Observing the recipient of our training is a critical aspect of providing a positive learning experience. Assessing health literacy, motivation to learn, anxiety and denial related to the illness, and the personal comfort level with the educator help us develop strategies that are individualized and suited to provide the optimum learning experience for each patient. For example, I had been assigned to educate one of my patients, who had recently been diagnosed with schizophrenia, about treatment options, medications, and long term consequences of her illness. The patient listened intently, repeated back the information flawlessly, and acknowledged the need for certain forms of treatment for the disorder of schizophrenia. Two months later I received a call from the patient’s family member stating the patient was not taking her medications or following the treatment plan we had outlined for her. I spoke to the...

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