One major aspect of the self-care deficit theory is that patients need to know about their health problems in order to become responsible for their health. Orem believed one way of helping a patient reach his/her self-care goal is through teaching. Her theory is the framework behind nursing action to provide patient education in a comfortable and supportive setting (Bernier, 2002.) Through this model we see that patient education is vital to nursing. Orem’s work helps nurses understand the goal of nursing and lays the foundation to achieving it by patient education and other
MEDSURG Nursing, 21(4), 205-209. Winterbottom, F. (2012). Nurses’ critical role in identifying sepsis and implementing early goal- directed therapy. The Journal of Continuing Education in Nursing, 43(6), 247-248. Doi:10:3928/00220124-20120523-33.
An evaluation must be done by the nurse when providing the suitable and proper treatment. The Evaluation will aid the nurses to decide should the patient stand in improvement of care and in co... ... middle of paper ... ...ices. In respect to reduce the problems related to health, the NMHC provide superior program, deliver education and knowledge. The principal aim is manage doctors and nurses to help patients in minimizing the expense of healthcare more reachable and reducing the problem of lifelong illnesses. Conclusion The responsibility and the tasks of a nurse is remains to modify and have go through a lot of changes since the reform of the health care.
Appropriate patient education upon discharge from the emergency department (ED) is essential for effective patient care (Engel et al., 2009; Waisman et al., 2003). Patients are treated and released from the ED, often with complicated instructions they are expected to remember and comply with. The type of discharge education varies widely including verbal, non-verbal, written, illustrated and video information given to patients depending on the health professional and hospital policies. Inadequate discharge instructions can result in poor health outcomes and higher healthcare costs due to re-presentations to the hospital (Han, Barnard & Chapman, 2009; McCarthy et al., 2012; Palonen, Kaunonen, Helminen, & Åstedt-Kurki, 2015; Samuels-Kalow,
As a result, “if the proportion of nurses with high burnout could be reduced by 10% from an average of 30%, some 4,160 infections would be prevented in Pennsylvania hospitals, leading to an estimated cost savings of $41 million” (Cimiotti et al., 2012). It was found that nurse burnout, patient load, and the number of HAIs are all correlating factors in patient infection rate. “Our findings confirm an association between nurse staffing and health care associated infection rates, with fewer infections seen in hospitals in which nurses ... ... middle of paper ... ...elop advanced knowledge of infection control practices and be able to identify key risk factors in preventing HAIs. Conclusion HAI rates, nurse staffing, length of patient stay, and patient outcomes need to be evaluated in a collaborative manner. Nurses play a vital role within the health care system, and the effects of nurse staffing on patient stay, outcomes, and HAIs is a critical element in health care needing immediate attention.
Handoff processes, information quality and patient safety. Business Process Management Journal, 19(1), 70-94. doi: http://dx.doi.org/10.1108/14637151311294877 Jeffers, S., Searcey, P., Boyle, K., Herring, C., Lester, K., Goetz-Smith, H., & Nelson, P. (2013). Centralized video monitoring for patient safety: A Denver health lean journey. Nursing Economics, 31(6), 298-306. Retrieved from http://search.proquest.com/docview/1477880055?accountid=45049 Sheps, S. B., & Cardiff, K. (2011).
The teach-back method is an evidence-based practice used in patient education. Clinicians use teach-back to educate patients about health information and enable them to “subsequently evaluate whether learning has occurred” (Tamura-Lis, 2013, p. 267). Teach-back checks for patient understanding of medical diagnosis, treatments, and instructions regarding disease complications (Tamura-Lis, 2013, p. 269). Patients become knowledgeable about their disease process and consequently, teach-back promotes clarification and prevents communication errors. It is important to hospital-based nursing because it optimizes patient learning and comprehension (Tamura-Lis, 2013, p. 270).
Health promotion model. Retrieved from: http://nursingplanet.com/health_promotion_model.html Hean, S., Craddock, D., & O 'Halloran, C. (2009). Learning theories and interprofessional education: A user 's guide. Learning In Health & Social Care, 8(4), 250-262 13p. doi:10.1111/j.1473-6861.2009.00227.x Masters, K. (2011).
The areas that showed improvements includes nurse attitude toward requests, more attention to personal needs, nurses kept patients informed regarding their treatments, and better pain control. (Ferris, 2013) References List Evans, D., Grunawait, J., McClish, D., Wood, W., & Friese, C. R. (2012). Bedside Shift-to-Shift Nursing Report: Implementation and Outcomes. MEDSURG Nursing, 21(5), 281-292 12p. Tan, J. K. (2015).