Nurse Educator Strategies Discussion

Differentiate between the barriers to education and the obstacles to learning. Provide examples then provide a possible solution.

Submit an initial substantive post of 200.

Use headings for each main key point to clearly communicate to the reader the topic under discussion and leave no room for guessing. Your headings need to be Bold and aligned center-page.

Please use a heading for each major part of your main/initial post. For example your headers for unit/week 1 discussion question could be “Role of Informatics Nurse”, “Informatics and Care Quality and Patient Safety”, “Informatics in My Organization”. Your headings should follow APA format such as be Bold and aligned center-page.Need at least2 credible references. Your references and citations should also follow APA

NEXT answer the response with substantive comments. The postings should be approximately 100 words (about 1/2 page length) and include references as indicated by the instructor. References and citations must conform to the APA format.

Response 1a-Unit 1 DB 1 Thompson

Barriers to Teaching and Obstacles to Learning

According to Bastable (2013) barriers to teaching are defined as those factors that impede the nurse’s ability to deliver educational services; obstacles to learning are defined as those factors that negatively affect the ability of the learner to pay attention and to process information (p. 19). Some examples of barriers to teaching are lack of time, lack of motivation, environmental issues related to the hospital setting such as lack of space or noise, lack of confidence and competence of the nurse educator, and absence of reimbursement. Examples of obstacles to learning include things like patients literacy level (including health literacy), stress from illness and being in the hospital, the extent of behavior changes needed, denial of learning needs, lack of support from s/o’s or other health professionals, and the complexity of the health care delivery system.

My current role in nursing is that of case management, I work with patients who have been newly diagnosed with certain chronic diseases, two of the most common are diabetes and hypertension. I am fortunate that I work in the outpatient environment so some of the barriers to teaching and obstacles to learning that bedside nurses face such as lack of time, and environmental issues aren’t as big of a factor for me. In addition I have the luxury of doing my teaching when the patient is not under the stress of being in the hospital for an acute illness. My biggest challenges are related to denial of learning needs, the extent of the changes the patient needs to make, lack of support and understanding especially from significant others, and socioeconomic factors.

Strategies to Overcome Obstacles and Barriers

I use many strategies to try to overcome the obstacles that I face in teaching my patient population. Initially assessing the learning needs, readiness to learn and learning style of my patient in addition determining their literacy level. The printed learning materials used in my facility are written at a 5th grade level, I try to determine is if these will be ok for the patient or if they will need something more basic. After studying Knowles theory I have also started asking my patients (who are all adults) what they know about a topic before I begin teaching. According to Billings and Halstead (2016), the learning behaviors of adults are shaped by past experiences; their maturity and life experiences provide them with insights and the ability to see relationships (p., 216). I try to partner with the patient to establish learning goals based on the learning needs that have been assessed. I make an effort to have many different formats for the subjects I teach, and different tools that incorporate the various learning styles. I encourage patients to bring a family member or close friend to the teaching sessions and we discuss why the lifestyle changes need to be made and try to give them tools to be successful. In addition we problem solve so we can address such things as socioeconomic factors like how to save money on healthy food options, or where to go for coupons for medications.

References

Bastable, S. B. (2013). Nurse as educator: Principles of teaching and learning for nursing practice (4th ed.). Sudbury, MA: Jones and Bartlett. ISBN: 9781449697501

Billings, D., & Halstead, J. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier. ISBN: 9780323290548

Raylene Swan’s Initial Post

Barriers to education are sociocultural, religious, personal, environmental, and governmental conditions that prevent education from taking place or being delivered, such as a lack of time or funding, lack of qualified educators, poor or no access to learning materials, or materials that are outdated, discrimination against learners based on gender, race, culture, sexual preference or identity, religion, or socioeconomic status that impacts their access to education. Additional barriers are the constantly changing laws and regulations that institutions and educators must keep up with that determine who provides education, and what and when education is provided (Mason, Leavitt, & Chaffee, 2016). Obstacles to learning are factors that negatively affect how a learner receives and processes information (how they learn) (Bastable, 2014). These obstacles include time, literacy issues, stressors, motivations and readiness to learn, and the availability of support staff for the learner.

While all barriers and obstacles may not be easily overcome, addressing as many of them as possible will lead to the best possible learning outcomes. To address barriers and obstacles, educational institutions can provide a variety of programs with different learning modalities to increase access, affordability, and more employment options for educators. Diversity education and training for those involved in education would reduce barriers associated with discrimination (De Young, 2014). Additionally, using a variety of teaching strategies and materials that are well suited to the needs, abilities, and literacy levels of the learners would help them to overcome some obstacles they may have, and be more interested and willing to learn than if they were presented with the information in an uninteresting or difficult to understand way (De Young, 2014).

References

Bastable, S. (2014). Nurse as educator (4th ed.). Retrieved from [Bookshelf Online] https://bookshelf.vitalsource.com/#/books/97812840…

De Young, S. (2014). Teaching strategies for nurse educators (3rd ed.). Retrieved from [Bookshelf Online] https://bookshelf.vitalsource.com/#/books/97813233…

Mason, D. J., Leavitt, J. K., & Chaffee, M. W. (2016). Policy and Politics in Nursing and Health Care (7th ed.). Retrieved from https://bookshelf.vitalsource.com/#/books/97803232…

question2:List the differences and similarities between the nursing process and the education process and provide application examples.

Submit an initial substantive post of 200.

Use headings for each main key point to clearly communicate to the reader the topic under discussion and leave no room for guessing. Your headings need to be Bold and aligned center-page.

Please use a heading for each major part of your main/initial post. For example your headers for unit/week 1 discussion question could be “Role of Informatics Nurse”, “Informatics and Care Quality and Patient Safety”, “Informatics in My Organization”. Your headings should follow APA format such as be Bold and aligned center-page.Need at least2 credible references. Your references and citations should also follow APA

NEXT answer the response with substantive comments. The postings should be approximately 100 words (about 1/2 page length) and include references as indicated by the instructor. References and citations must conform to the APA format.

The nursing process and educational process are similar yet different in many ways. The nursing process deals with the nurse doing the assessment, diagnosis, planning, implementation, and evaluation of the patients ‘situation and cares given.

The educational process is the learning process that is provided from the educators. The Educational process involves using the knowledge, skills, and values/beliefs when providing care to our patients. According to Kurtus (2012) “There is a general process for providing education to students, such that they understand the information, are able to use or apply it, and retain what they have learned.

The first part of the education process is to set goals or objectives for what you want to achieve in the class. Then you follow steps to provide education to the students. Finally, you evaluate how well you use the process in succeeding to achieve your goals.”

The nursing process is done when you are assessing a patient and working through a care plan. The Educational process is where you are being taught on how to use the process and how it will apply to your patients. Once you have learned the materials you should be able to put it all together to complete your head to toe assessment for you patients and apply the knowledge that you have to build the care plan. According to Bastable (2013) “The nursing process Identifies barriers to teaching and obstacles to learning.” This is very important for nurse educators because in the process of education or nursing with patients there will be barriers and these processes will help to work through the care that is being provided.

References

Bastable, S. B. (2013). Nurse as educator: Principles of teaching and learning for nursing practice. (4th Ed). Sudbury, MA: Jones and Bartlett. ISBN: 9781449697501

Kurtus, R. (2012, April). Education Process. Retrieved July 11, 2017, from http://www.school-for-champions.com/education/educ…

3: Slide 16: Week one-discussion questions. Download the lecture notes.

Reflect upon your nursing role as teacher as various strategies used.
Discussed factors influencing the teaching and learning process. We just reviewed various influences that could potentially influence how the learner as well as the teacher obtain, assess, and evaluate information. Your responsibility is to discuss factors influencing the teaching and learning process, that you yourself were the teacher.
Submit an initial substantive post of 200.

Use headings for each main key point to clearly communicate to the reader the topic under discussion and leave no room for guessing. Your headings need to be Bold and aligned center-page.

Please use a heading for each major part of your main/initial post. For example your headers for unit/week 1 discussion question could be “Role of Informatics Nurse”, “Informatics and Care Quality and Patient Safety”, “Informatics in My Organization”. Your headings should follow APA format such as be Bold and aligned center-page.Need at least2 credible references. Your references and citations should also follow APA

4: After reading this case study, answer the questions following using APA format 500words.

A small military hospital at an isolated duty station in California relied on registered nurse volunteers with the American Red Cross to teach patient education classes. One of the classes was called the “Early Bird Class” for women with newly diagnosed pregnancies. The class was mandatory in order to get a first prenatal appointment whether this was a first pregnancy or not. Both active duty women and dependent wives were required to attend the class. Numbers at the class were usually high—the weekly audience varied from 5 to 20 women.

The small classroom was located at the base chapel, and was used for Sunday school on weekends. Due to budget cutbacks, most materials for teaching were over 5 years old or homemade. They consisted of a brief video on early pregnancy, lecture with flip charts, and handouts. The audio-visual equipment was unreliable.

Some of the topics covered were nutrition, avoidance of alcohol & tobacco, exercise guidelines, management of discomforts, what to expect from the hospital prenatal care & delivery process, signs & symptoms of prenatal emergencies, and preparation for childbirth class information. While some patients voiced resentment or frustration at their required attendance, the instructor received good feedback from the hospital staff about the level of preparation provided to these patients.

A. List the barriers to education and the obstacles to learning.

B. The “Early Bird Class” filled a real need for the essentials of prenatal education. Why might the class have been successful overall, despite its limitations?

Please use a heading for each major part of your main/initial post. For example your headers for unit/week 1 discussion question could be “Role of Informatics Nurse”, “Informatics and Care Quality and Patient Safety”, “Informatics in My Organization”. Your headings should follow APA format such as be Bold and aligned center-page.Need at least2 credible references. Your references and citations should also follow APA

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me:
• Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
• Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.