Nurse as Educator : Principles of Teaching and Learning for Nursing Practice (Paperback) | Released: 2014

About the Book

Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, Fourth Edition has been completely revised and provides nurses and nurse educators with the critical information they need to be effective in their role as health educator, health promoter, and nursing educator. This text offers in-depth coverage on important trends, knowledge, and skills sets as well as how to care for a growing and diverse population of patients.
Written in a style that enables students to easily understand new concepts and readily apply them, the Fourth Edition is a must-have for both undergraduate and graduate courses.

New to the Fourth Edition:

• New National Reports: Chapter 1 is updated with new national reports including:
• The IOM’s new report The Future of Nursing: Leading Change, Advancing Health
• Motor Skill Learning: Focused on how to teach nurses motor skill learning, this new content helps instructors explain the different stages of motor learning as well as the concepts and theories behind it
• eHealth Literacy Formulas: The formulas test the readability of patient care instructions and how it maps to the 27 guidelines recommended for document creation
• NAP: Focus on the National Action Plan, an initiative to improve health literacy
• Transgender Population Coverage: New content on the transgender population as a culture
• Patient Health Literacy: Updated formulas to measure the newest vital sign-patient health literacy
• Completely revised chapter on educating learners with disabilities including mental illness, sensory deficits, physical and learning disabilities, development disorders, and chronic illness

About the Author

Susan B. Bastable, EdD, MEd, RN-Chair and Professor, Department of Nursing, Le Moyne College Susan B. Bastable, EdD, RN, currently serves as Chair and Professor of the Department of Nursing, which she founded in 2004, at Le Moyne College, Syracuse, NY. She has 23 years of teaching and administrative experience in higher education at the bachelor’s, master’s, and post-master’s levels. Her area of expertise is in principles of teaching and learning, curriculum and program development, and educational assessment and evaluation. She was inducted into the 2001 Nursing Hall of Fame, Teacher’s College, Columbia University. She is the recipient of the 2001 NEAA Nursing Education Award, Teacher’s College, Columbia University. She is also the author of Nurse as Educator: Principles of Teaching and Learning for Nursing Practice (3rd ed. 2008) and Essentials of Patient Education 1st ed. 2006.

Table of Contents:
Foreword • Preface • Acknowledgments • Contributors • About the Author Part One: Perspectives on Teaching and Learning Chapter 1: Overview of Education in Health Care (Susan B. Bastable and Melissa F. Alt) • Historical Foundations for Patient Education in Health Care • The Evolution of the Teaching Role of Nurses • Social, Economic, and Political Trends Affecting Health Care • Purposes, Goals, and Benefits of Client and Staff Education • The Education Process Defined • The Contemporary Role of the Nurse as Educator • Barriers to Teaching and Obstacles to Learning • Questions to Be Asked About Teaching and Learning • State of the Evidence • Summary • References Chapter 2: Ethical, Legal, and Economic Foundations of the Educational Process (M. Janice Nelson and Melissa F. Alt) • A Differentiated View of Ethics, Morality, and the Law • Evolution of Ethical and Legal Principles in Health Care • Application of Ethical Principles to Patient Education • The Ethics of Education in Classroom and Practice Settings • Legality of Patient Education and Information • Documentation • Economic Factors in Healthcare Education: Justice and Duty Revisited • Financial Terminology • Cost Savings, Cost Benefit, and Cost Recovery • Program Planning and Implementation • Cost-Benefit Analysis and Cost-Effectiveness Analysis • State of the Evidence • Summary • References Chapter 3: Applying Learning Theories to Healthcare Practice (Margaret M. Braungart, Richard G. Braungart and Pamela R. Gramet) • Psychological Learning Theories • Neuropsychology and Learning • Comparison of Learning Theories • Motor Learning • Common Principles of Learning • State of the Evidence • Summary • References Part Two: Characteristics of the Learner Chapter 4: Determinants of Learning (Sharon Kitchie) • The Educator’s Role in Learning • Assessment of the Learner • Assessing Learning Needs • Methods to Assess Learning Needs • Readiness to Learn • Learning Styles • Learning Style Models and Instruments • Interpretation of the Use of Learning Style Models and Instruments • State of the Evidence • Summary • References Chapter 5: Developmental Stages of the Learner (Susan B. Bastable and Gina M. Myers) • Developmental Characteristics • The Developmental Stages of Childhood • The Developmental Stages of Adulthood • The Role of the Family in Patient Education • State of the Evidence • Summary • References Chapter 6: Compliance, Motivation, and Health Behaviors of the Learner (Eleanor Richards) • Compliance • Motivation • Selected Models and Theories • Models for Health Education • The Role of Nurse as Educator in Health Promotion • State of the Evidence • Summary • References Chapter 7: Literacy in the Adult Client Population (Susan B. Bastable, Gina M. Myers and Leigh Bastable Poitevent) • Definition of Terms • Scope and Incidence of the Problem • Trends Associated with Literacy Problems • Those at Risk • Myths, Stereotypes, and Assumptions • Assessment: Clues to Look For • Impact of Illiteracy on Motivation and Compliance • Ethical, Financial, and Legal Concerns • Readability of Printed Education Materials (PEMs) • Measurement Tools to Test Literacy Levels • Formulas to Measure Readability of PEMs • Tests to Measure Comprehension of PEMs • Tests to Measure General Reading Skills and Health Literacy Skills of Clients • Simplifying the Readability of PEMs • Strategies to Promote Health Literacy • State of the Evidence • Summary • References Chapter 8: Gender, Socioeconomic, and Cultural Attributes of the Learner (Susan B. Bastable and Deborah L. Sopczyk) • Gender Characteristics • Socioeconomic Characteristics • Cultural Characteristics • Assessment Models for the Delivery of Culturally Sensitive Care • The Four Major Subcultural Ethnic Groups • Preparing Nurses for Diversity Care • Stereotyping: Identifying the Meaning, the Risks, and the Solutions • State of the Evidence • Summary • References Chapter 9: Educating Learners with Disabilities (Deborah L. Sopczyk) • Scope of the Problem • Models and Definitions • The Language of Disabilities • The Nurse Educator’s Roles and Responsibilities • Types of Disabilities • Sensory Deficits • Learning Disabilities • Developmental Disabilities • Mental Illness • Physical Disabilities • Communication Disorders • Chronic Illness • The Family’s Role in Chronic Illness or Disability • Assistive Technologies • State of the Evidence • Summary • References Part Three: Techniques and Strategies for Teaching and Learning Chapter 10: Behavioral Objectives (Susan B. Bastable and Melissa F. Alt) • Types of Objectives • Characteristics of Goals and Objectives • The Debate About Using Behavioral Objectives • Writing Behavioral Objectives and Goals • Common Mistakes When Writing Objectives • Taxonomy of Objectives According to Learning Domains • Development of Teaching Plans • Use of Learning Contracts • The Concept of Learning Curve • State of the Evidence • Summary • References Chapter 11: Instructional Methods and Settings (Kathleen Fitzgerald and Kara Keyes) • Instructional Methods • Selection of Instructional Methods • Evaluation of Instructional Methods • Increasing Effectiveness of Teaching • Instructional Settings • State of the Evidence • Summary • References Chapter 12: Instructional Materials (Diane Hainsworth and Kara Keyes) • General Principles • Choosing Instructional Materials • The Three Major Components of Instructional Materials • Types of Instructional Materials • Evaluation Criteria for Selecting Materials • State of the Evidence • Summary • References Chapter 13: Technology in Education (Deborah L. Sopczyk) • Health Education in the Information Age • The Impact of Technology on the Teacher and the Learner • Strategies for Using Technology in Healthcare Education • The Internet • Issues Related to the Use of Technology • Technology for Professional Development in Nursing • State of the Evidence • Summary • References Chapter 14: Evaluation in Healthcare Education (Priscilla Sandford Worral) • Evaluation, Evidence-Based Practice, and Practice-Based Evidence • Evaluation Versus Assessment • Determining the Focus of Evaluation • Evaluation Models • Designing the Evaluation • Conducting the Evaluation • Analyzing and Interpreting Data Collected • Reporting Evaluation Results • State of the Evidence • Summary • References Appendix A: Tests to Measure Readability and Comprehension and Tools to Assess Instructional Materials • How to Use the Flesch–Kincaid Scale • How to Use the Fog Formula • How to Use the Fry Readability Graph • How to Use the SMOG Formula • How to Use the Cloze Test • Guidelines for Writing and Evaluating Printed Education Materials • Newest Vital Sign • e-Health Literacy Scale (eHeals Tool) • References Appendix B: Resources and Organizations for People with Disabilities • Assistive Technology • Augmentations and Alternative Communication • Blindness • Deafness • Developmental Disabilities • Disability Services • Head Injury • Healthcare-Related Federal Agencies • Learning Disabilities • Mental Health • Neuromuscular Disorders • Spinal Cord Injury • Stroke Appendix C: Teaching Plans • Post-circumcision Care • Safe Sleep Positioning of Infants • Use of Incentive Spirometer Glossary • Index