Patient Education – Relevance in Nursing Education and Practice

Gunta Bēta^1,

¹Rīga Stradiņš University, Liepaja Branch, LV, Latvia

Cite this paper:
Gunta Bēta. Patient Education – Relevance in Nursing Education and Practice. American Journal of Educational Research. 2014; 2(7):441-446. doi: 10.12691/education-2-7-2

Abstract

Working in health care, regardless of the care level provided by the establishment - primary, secondary or tertiary – a nurse must know and apply the competences and expertise in pedagogy. Theoretical knowledge and pedagogical skills are acquired within the educational process. The development of the pedagogical skills occurs according to the actual situation in the process of the nurse’s practical work. Patient education includes general pedagogical coherence and is based on the structure of the educational process, the application of the means according to the patient's needs. Despite the e - learning opportunities that are being successfully applied in many areas, the patient's direct contact with nurses is important because the opportunity to have personal contact and get feedback is an advantage of direct communication that in the majority of cases is a personal and accurate way of communicating. The study analyzes the range of methods used by nurses in the education of patients that reflect the nursing activities in real situation, securing the process of development of formal education.

Keywords:
cognition education communication nurse patient

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Benner, P., Supthen, M., Leonard, V.,& Day, L. (2010) Educating nurses: A call for radical transformation. San Francisko, CA: Jossey-Bass.
[2]	Briede B., Pēks L. (2011) Ecological approach in education. Series Educational Ecology, Jelgava. LLU, IMI.
[3]	Geidžs N.L./ Berliners D.C. General Pedagogy. Riga: Zvaigzne ABC, 1999.662 pp.
[4]	Silverman, J., Kurtz, S. and Draper, J. (2005) Skills for Communicating with Patients. Oxford: Radcliffe Medical Press.
[5]	Taylor, K., Marienau, C., & Fiddler, M. (2000). Developing adult learners: Strategies for teachers and trainers. San Francisco: Jossey-Bass Inc., Publishers. 59-66.
[6]	Puķite M. (2012) Formation of medical students’ pedagogical competences in the study process. PhD Thesis Riga, Latvian University.
[7]	Kraszewski, S, McEwen, A. (2010) Communication Skills for Adult Nurses.Open University Press McGraw-Hill.
[8]	McCabe, C. and Timmins, F. (2006) Communication Skills for Nursing Practice. Basingstoke:Palgrave Macmillan.
[9]	Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey‐Bass. Avaible: http://www.esludwig.com/uploads/2/6/1/0/26105457/transformative-learning-mezirow-1997.pdf.
[10]	Chalamon, I., Chouk, I., Heilbrunn, B. (2010) Typology of Patients` Expectations towards the Health-Care System: A Semiotic Approach. Avaible: http://www.iae.univ-lille1.fr/SitesCongres/JIMS/images/1_Chalamonchoukheilbrunn.pdf.
[11]	Charles C, Gafni A, Whelan T. (1999) Decision-making in the physician-patient encounter: revisiting the shared treatment decision-making model. Soc Sci Med 49:651-61.
[12]	Elliott, J. (2010) Insights to Transformative learning through Education for Sustainable development. Learning and Teaching in Higher Education, Issue 5, 96-113.
[13]	Hercberg, F. (1968) One More Time: How do you Motivate Employees? Harvard Business Review. 2003 jan; 81 (1): 87-96.
[14]	Kripalani S, Roumie CL, Dalal AK, et al. (2012) Effect of a Pharmacist Intervention on Clinically Important Medication Errors after Hospital Discharge: A Randomized Trial. Ann Intern Med. 3 July. Avaible http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3575734/.
[15]	Leonard, M., Graham, S. Bonacum, D. The human factor: the critical importance of effective teamwork and communication in providing safe care Quality and Safety In Health care. 2004 october; 13 (Suppl 1) 185-190. Avaible: http://qualitysafety.bmj.com/content/13/suppl_1/i85.long
[16]	Perneger, Th,(2005)The Swiss cheese model of safety incidents: are there holes in the metaphor? Published: BMC Health Services Research 2005, 5: 71. Avaible: http://www.ncbi.nlm.nih.gov/pubmed/16280077.
[17]	Pronovost, P., Berenholtz, S., Dorman,T, Lipsett,P., A., Simmonds, T, and Haraden C. (2003) Improving Communication in the ICU Using Daily Goals Journal of Critical Care, Vol 18, No 2 (June), pp 71-75.
[18]	Rosenberg, S, Gallo-Silver, L, (2011) Therapeutic communication skills and student nurses in the clinical setting. Teaching and Learning in Nursing 6, 2-8.
[19]	Eurobarometer Qualitative Study PATIENT INVOLVEMENT Aggregate Report, 2012 http://ec.europa.eu/public_opinion/archives/quali/ql_5937patient_en.pdf.
[20]	Nursing profession standard. Ministry of Education Science, Latvija, 2003. Avaible: http://www.niid.lv/files/prof_standartu_registrs/Masa.pdf.