Principles of Education
Word Count: 1646
Appendices: 4
A Plan for a Health Education Session
Theoretical and practical teaching and learning are the fundamental aspects of education. Since the early 20th century, education has been an essential part of nursing (Bastable 2008). Nurse educators encounter a diversity of learning styles and are challenged when needed to develop and adapt their teaching methods to accommodate students learning (Arthurs 2007). Mentors have a responsibility to assist the student within practice, building upon the students level of training (Kinnell and Hughes 2010). This essay will discuss the importance of the nurses role in relation to teaching both students and patients and will critically evaluate the literature used to build a lesson plan (Appendix 2) whilst discussing the process of learning and teaching.
An important role of the nurse since the mid-1800s has been the responsibility of teaching. Educating other nurses for professional practice and promoting health were included. Florence Nightingale, the ultimate educator, influenced the nurse’s role to include educating families, patients and colleagues (Glanville 2000). Tilley et al (2006), states that by the 1900s the importance of the nurse as teacher was understood as preventing disease and promoting health.
The National Midwifery Council (NMC) has for years put forth statements on the functions, standards, and qualifications for nursing practice. Patient teaching and the nurse’s role as educator to colleagues and student nurses are key elements (NMC 2002). Obtaining formal preparation in the principles of teaching and learning is an important part as there is much knowledge and skill to be acquired as educator with efficiency and effectiveness. “A learner cannot be made to learn, but an effective approach in educating others is to actively involve learners in the education process.” (Bodenheimer et al. 2002 cited in Bastable 2008: 13). By working as a team a partnership philosophy
Appendices: 4
A Plan for a Health Education Session
Theoretical and practical teaching and learning are the fundamental aspects of education. Since the early 20th century, education has been an essential part of nursing (Bastable 2008). Nurse educators encounter a diversity of learning styles and are challenged when needed to develop and adapt their teaching methods to accommodate students learning (Arthurs 2007). Mentors have a responsibility to assist the student within practice, building upon the students level of training (Kinnell and Hughes 2010). This essay will discuss the importance of the nurses role in relation to teaching both students and patients and will critically evaluate the literature used to build a lesson plan (Appendix 2) whilst discussing the process of learning and teaching.
An important role of the nurse since the mid-1800s has been the responsibility of teaching. Educating other nurses for professional practice and promoting health were included. Florence Nightingale, the ultimate educator, influenced the nurse’s role to include educating families, patients and colleagues (Glanville 2000). Tilley et al (2006), states that by the 1900s the importance of the nurse as teacher was understood as preventing disease and promoting health.
The National Midwifery Council (NMC) has for years put forth statements on the functions, standards, and qualifications for nursing practice. Patient teaching and the nurse’s role as educator to colleagues and student nurses are key elements (NMC 2002). Obtaining formal preparation in the principles of teaching and learning is an important part as there is much knowledge and skill to be acquired as educator with efficiency and effectiveness. “A learner cannot be made to learn, but an effective approach in educating others is to actively involve learners in the education process.” (Bodenheimer et al. 2002 cited in Bastable 2008: 13). By working as a team a partnership philosophy
Cited: in Bastable, S.B. (2008). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. 3rd edn. London: Jones and Bancett Publishers:13 Connolly, K., and Deyoung, s. (2004) “Planning for assessment of student learning outcomes: A process within your grasp” International Journal of Nursing Education Scholarship 1 (1), 1-11 Dunn, R., and Griggs, S.A Forbes, H. (2010). “Clinical teachers’ approaches to Nursing.” Journal of Clinical Nursing 19, 785-793 Glanville, I.K (2000) Gronlund, N.E. (2000). How to write and use instructional objectives. 6th edn. New Jersey: Prentice Hall Kinnell, D., and Hughes, P Knowels, M.S., Holton III, E.F., and Swanson, R.A. (2005). The Adult Learner. 6th edn. Boston: Elsvier Nilson, L.B NMC Guidance (2002). Standards of Proficiency for Pre-Registration Nursing- Education London: Nursing and Midwifery Council. Quinn, F.M. (2000). The principles and practice of Nurse Education. 4th edn. Cheltenham: Stanley Thornes Ltd Reece, I Rosdahl, C.B., and Kowalski, M.T. (2008) Textbook of Basic Nursing. 9th edn. USA: Walters Kluwer Health Susskind, J.E Tilley, J.D., Greyor, F.M., and Thiessen, V. (2006). “The Nurses role in Patient Education: Incongruent Perceptions among Nurses and Patients” Journal of Advanced Nursing 12 (3), 291-301