- Define the role of the family in patient education.
- Explain how the family structure or lifestyle may influence patient education.
DQ1
Sister Mary is a patient in Level 2 Emergency Department. She must have a neural examination, physical assessment, radiographs of her facial bones, and a computed tomography scan of the head. Taking into consideration that she is a Roman Catholic nun, what would be the ideal course of patient education as this woman progresses from department to department?
DQ2
What possible reservations could a health care professional have in working with Sister Mary? (Discuss the psychosocial responses the professional might have.)
Write a short (50-100-word) paragraph response for each question. This assignment is to be submitted as a Microsoft Word document.
1. Give examples of psychosocial factors that affect the health care professional and the effect those factors could have on patient education.
2. Give examples of psychosocial factors that affect the patient and the effect those factors could have on patient education.
3. Explain what is meant by personality styles and give examples of approaches that could be used to help the patient. Include self-perception as a factor.
4. List the steps in adjustment to illness and how the patient copes with each step.
5. Explain the health professional’s role in teaching the patient at different life stages.
6. Define the role of the family in patient education.
7. How might the family influence the compliance of the patient and what measures can the health care professional use in communication with the family?
Write a 500-750-word essay on the Stages-of-Life and the influence of age in health care from a patient’s perspective. Interview a friend or family member about that person’s experiences with the health care system. You may develop your own list of questions.
Suggested questions:
1. Do you feel that your stage-of-life had any effect on your interaction with health care professionals?
2. Which areas of the hospital or clinic were most concerned with your well-being and feelings?
3. Was your family with you during this hospital stay or outpatient visit?
4. Was your family included in your treatment, such as post-procedure instructions?
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Ann Russell Dernbach DQ1
Introduction
Sister Mary has certain health care beliefs according to her Roman Catholic faith that should be taken into considerations while she is being cared for and receiving patient education. The nurse should have a basic understanding of the Roman Catholic faith. Above all human life is scared. The belief is that God made all human beings, therefore life should be held in the highest regard. Additionally, a human being is the sum of all its entities, including the physical, mental, emotional and spiritual. The nurse should plan care and education to holistically address Sister Mary’s needs. Another fundamental belief is that suffering can convey meaning and spiritual growth. The nurse should anticipate that Sister Mary may underreport her pain or refuse pain medication (Hamel & O’ Rourke, 2002).
Taking into consideration that she is a Roman Catholic nun, what would be the ideal course of patient education as this woman progresses from department to department?
For patient teaching to be effective for Sister Mary it will be important for the nurse to view Sister Mary as an individual while also keeping in mind that she in a nun in the Roman Catholic faith. Beliefs and preferences should not be assumed but a detailed learning needs assessment must be conducted (Falvo, 2011). To establish trust the nurse should start the patient encounter in a calm, professional manner. Care should be taken not to appear condescending; the nurse should not make assumptions about education level or past experiences. Nuns have a great sense of comradery with their sisters and their Mother Superior, it would be advisable to ask if Sister Mary would like anyone present. Also, anointing of the sick or access to a chaplain should be offered. During the neural and physical examination high priority should be given to ensure patient privacy and modesty. Sister Mary should be asked if she would like female providers or if she is ok with male providers as well. This question shows empathy to the fact that Sister Mary has taken a vow of celibacy and discretion. To prepare Sister Mary for radiological exams the nurse should provide both verbal and written education, asking open-ended questions to ensure that Sister Mary understands. While Sister Mary is awaiting the results of her work-up it would be advisable to offer chaplain services. These strategies show that the nurse can effectively educate Sister Mary in an empathic, socially competently manner.
References
Falvo, D. (2010). Effective patient education (4th ed.). Jones & Bartlett Learning.
Hamel, R. P. & O’Rourke, K. (2002). The roman catholic tradition: religious beliefs and healthcare decisions. Retrieved from https://www.advocatehealth.com
Instructor Comments
FEEDBACK:
Write a short (50-100-word) paragraph response for each question. –
Minimum Word Count met
This assignment is to be submitted as a Microsoft Word document.
– Correct assignment submission format.
1. Define patient compliance and explain its importance in your field. –
Definition provided with support from academic sources.
2. Identify the health care professionals’ role in compliance and give examples of ways in which the health care professional may actually contribute to noncompliance.
– Role in compliance identified and examples provided with support from academic sources.
3. Compare compliance and collaboration.
– Comparison provided without support from academic sources.
4. Compare and contrast patient education in the past with that practiced today. –
Comparison/Contrast provided with support from academic sources.
5. Explain the importance of professional commitment in developing patient education as a clinical skill. –
Explanation provided with support from academic sources.
6. Explain the three categories of learning and how they can be used in patient education. –
Explanation provided with support from academic sources.
7. List three problems that may arise in patient education and how they would be solved? –
Problems listed, without support from academic sources.
8. List some methods of documentation of patient education. –
Methods listed, without support from academic sources.
Rubric
| Points Available | 100 | GRADE EARNED | 100.00 | 100.0% | |||
| Grading Criteria | Far Below ( 0 – 59% ) | Approach ( 60-69% ) | Meet ( 70-79% ) | Above Average ( 80-89% ) | Excellent ( 90-100%) | Comments | |
| Content | Content includes little or none of the assignment criteria. Major points are unclear. No support is evident. | Assignment content omits some required criteria. Major points lack clarity. Little or no effective support is evident. | Most of the required assignment content is present. Major points are adequately clear and addressed. Some support is evident and relevant. | All of the required assignment content is present. Major points are clear and effectively addressed. Support is comprehensive and relevant. | All of the required assignment content is present. Major points are exceptionally clear and thoroughly addressed. Significant and best possible support is evident, relevant and convincing. | <Comments about this criterion> | |
| Use of Sources | No outside academic sources were used to support major points. | Few relevant sources beyond assigned readings were used to support major points. Important relevant sources were neglected. Quoted material and paraphrasing were overused. | Sources were adequate, relevant and extended beyond assigned readings. Quoted material and paraphrasing are included to support major points and writer’s idea development. | Sources are academic, current and/or relevant to support major points. Quoted material and paraphrasing is used effectively and consistently to support the major points and writer’s idea development. | Sources are academic, comprehensive, current and/or relevant. Quoted material and paraphrasing expertly support, extend, and inform ideas but do not substitute for the writer’s own idea development. Sources are well synthesized to support major points. | <Comments about this criterion> | |
| Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. | <Comments about this criterion> | |
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Submission Ide: e47e2d30-410e-4fd3-8017-1541cb2fa036 81% SIMILARITY SCORE 1 CITATION ITEM 3 GRAMMAR ISSUES 0 FEEDBACK COMMENT Makoya Suomie Stages of Life Essay and Interview Summary 812 Words Stages-of-Life and the Influence of Age in Healthcare A person’s life cycle involves five phases: infancy, childhood, youth age, adulthood, and old age. All these phases influence the interaction with caregivers during care delivery. For Stages-of-Life and the Influence of Age in Healthcare Student’s Name Grand Canyon University HLT-306V-0500 DR. Lashandra Span 2/20/22 instance, the 67-year-old Mr. Robert, who was interviewed, is suffering from prostate cancer. According to Thomas, he experienced a better self-efficacy during his interaction with care providers than the patients aged 55 years and below, who often feel hesitant to talk and explain their conditions well to physicians, especially when it concerns sexual life and organs. This clearly demonstrates that life stages have an impact on the way patients perceive themselves while communicating their problems to doctors, therefore affecting the interaction quality of health care professionals. However, nurses’ communication skills can affect how patients are willing to express their health problems. According to Mize (2018), older people are willing to open up about their condition fully, they have little to hide, and they do not care much how the people might perceive them. While in a hospital environment, every patient has patient-centered and supportive care, including personal space, a homely atmosphere, effective physical design, access to outside areas, and enough leisure and recreation amenities. A homely and welcoming environment promotes the welfare and health of patients and their families. However, the interviewed family friend noted that although the environment in the hospital was homely and supportive, the care facility does not provide access to outside. The interviewee further noted that the care facility was clean, and its staff, including nurses, doctors, and support staff, were friendly while giving the necessary information to patients and their families. The caregivers were very attentive to details of patient health status to ensure effective care for better patient outcomes and experience. Additionally, the healthcare professionals offered necessary prompt services and responded needs of clients’ needs. I think these areas are of great importance to improving the patients’ experienc 
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