Yeni Hemşireler İçin Hasta Eğitimi ve Hasta Eğitim Stratejileri
Özet
Sağlık bakım sisteminin yapısının değiştiği, hastaların hastanede yatış sürelerinin kısaldığı, hasta ve ailesinin bakımla ilgili sorumluluklarının arttığı görülmektedir. Hasta eğitimi, hemşireliğin temel rolleri içeresinde yer almaktadır. Hemşirelerin eğitici rolü kapsamında yer alan hasta eğitimi ile bireylere yaşamlarını sağlıklı bir şekilde devam ettirmelerine yardımcı olmayı sağlayacak gerekli bilgi, tutum ve becerilerin kazandırılması amaçlanmaktadır. Yeni hemşirelerin işe başladığında tedavi odaklı çalışmaları bu sürecin geri plana atılmasına sebep olmaktadır. Hasta eğitimi sürecinin sağlıklı bir şekilde gerçekleştirilebilmesi için gerekli bazı yöntem ve stratejilerin kullanılmasını gerektirmektedir. Hasta eğitim süresinde kullanılacak yöntem ve stratejiler planlanırken hasta ve bakım vericilerin öğrenmeye yönelik tutum, alışkanlık ve isteklilikleri odak noktaya yerleştirilmelidir. Hasta eğitimi bir dizi öğretme ve öğrenme süreçlerinden oluşan faaliyetlerden meydana gelir. Yeni hemşirelerin etkili bir eğitim verebilmeleri için hemşirelik sürecini etkin kullanmaları, eğitimde kullanacakları yöntemleri, öğrenme alanlarını, etkili stratejileri, uygun araç-gereç kullanımını, iletişim tekniklerini de bilmeleri gerekmektedir. Kullanılabilecek yöntem ve stratejiler hakkında bilinçlendirilen yeni hemşirelerin zamanı ve sahip oldukları kaynakları etkin bir şekilde kullanarak etkili bir hasta eğitimi vermeleri amaçlanmaktadır. Yeni hemşirelerin bu stratejileri kullanarak yapacağı eğitimler, hasta/sağlıklı bireylerin sağlığın sürdürülmesi ve devamı, gerekli öz bakım ile ilgili sorumluluklarını yerine getirebilecek düzeye ulaşmasını sağlamada yardımcı olacaktır.
It is seen that the structure of the health care system has changed, the length of hospitalisation of patients has shortened, and the responsibilities of patients and their families regarding care have increased. Patient education is one of the basic roles of nursing. Patient education, which is within the scope of the educational role of nurses, aims to provide individuals with the necessary knowledge, attitudes and skills to help them continue their lives in a healthy way. When new nurses start to work, their treatment-oriented work causes this process to be put on the back burner. In order for the patient education process to be carried out in a healthy way, it requires the use of some necessary methods and strategies. While planning the methods and strategies to be used in the patient education period, the attitudes, habits and willingness of patients and caregivers to learn should be placed at the focal point. Patient education consists of a series of activities consisting of teaching and learning processes. In order for new nurses to provide effective education, they need to use the nursing process effectively, know the methods they will use in education, learning areas, effective strategies, use of appropriate tools and equipment, and communication techniques. It is aimed that new nurses who are made aware of the methods and strategies that can be used can provide effective patient education by using their time and resources effectively. The trainings to be provided by new nurses using these strategies will help patients/healthy individuals to reach the level to fulfil their responsibilities related to the maintenance and continuation of health and necessary self-care.
Referanslar
Erbaş, N. Sağlık Hizmetlerinde Önemli İki Kavram: Hasta Eğitimi ve Hemşirelik Süreci. STED/Sürekli Tıp Eğitimi Dergisi, (2018); 27(5): 358-364.
Korkmaz S. Eğitimin ve Hasta Eğitiminin Kavramsal Çerçevesi., Öztaş B, Ünal N (ed) Hasta eğitimi içinde. (2022). Ankara: Vize Basın Yayın;2022.p.4-5.
Yıldırım N, Çiftçi B, Kaşıkçı M. Hemşirelerin Hasta Eğitimi Verme Durumu ve Etkileyen Faktörlerin Belirlenmesi. Atatürk İletişim Dergisi, 2017;14: 217-231.
Şenyuva E, Taşocak G. Hemşirelerin Hasta Eğitimi Etkinlikleri ve Hasta Eğitim Süreci. Florence Nightingale Journal of Nursing, 2014;15(59), 100-106.
Fereidouni Z, Raheleh SS, Hariri G,et al. Moving Into Action: The Master Key to Patient Education. Journal of Nursing Research.2019;27(1),1-8. DOI: 10.1097/jnr.0000000000000280
World Health Organization. Therapeutic patient education: Continuing education programmes for health care providers in the field of prevention of chronic diseases: Report of a WHO working group. [Online] https://iris.who.int/handle/10665/108151 [Accessed: 1st April 2024]
Fowler J. Teaching and learning: From staff nurse to nurse consultant. Part 5: Patient education. British Journal of Nursing .2016; 21(15), 943. doi:10.12968/bjon.2012.21.15.943
Smith JA, Zsohar H. Patient-education tips for new nurses. Nursing. 2013;43(10):1-3. doi:10.1097/01.NURSE.0000434224.51627.8a
Cutilli CC. Excellence in patient education: Evidence-based education that “sticks” and improves patient outcomes. Nursing Clinics of North America.2020;55(2):267-282. doi:10.1016/j.cnur.2020.02.007
Dumit NY. Role of the Nurse as Educator: Patient Teaching. Pertinence. 2014. 8(11), 92-99. doi:10.12816/0014049
Candela L, Linda BP, Bobay KL, et al. Teaching students to teach patients: A theory-guided approach. Journal of Nursing Education and Practice.2018;8(11):92-99. doi:10.5430/jnep.v8n11p92
Ortega PYJ. Therapeutic patient education (TPE): A field of research and practice for psychosocial health intervention. Aten Primaria. 2024;56(4):102874. doi: 10.1016/j.aprim.2024.102874.
Mangold K, Kunze KL, Quinonez MM,et al. Learning Style Preferences of Practicing Nurses. Journal for Nurses in Professional Development. 2018;34(4):212-218. doi: 10.1097/NND.0000000000000462.
Beagley L. Educating patients: understanding barriers, learning styles, and teaching techniques. Journal of Perianesthesia Nursing. 2011;26(5):331-337. doi: 10.1016/j.jopan.2011.06.002.
PracticalNursing.org. Five Tips for Providing Effective Patient Education 2024.[Online] https://www.practicalnursing.org/five-tips-providing-effective-patient-education [Accessed: 20th May 2024]
Yen PH, Leasure AR. Use and Effectiveness of the Teach-Back Method in Patient Education and Health Outcomes. Federal Practitioner.2019;36(6):284-289.
Seely KD, Higgs JA, Nigh A. Utilizing the "teach-back" method to improve surgical informed consent and shared decision-making: a review. Patient Safety in Surgery. 2022;16(1):1-9. doi: 10.1186/s13037-022-00322-z.
Bodenheimer T. Teach-Back: A Simple Technique to Enhance Patients' Understanding. Family Practice Management. 2018;25(4):20-22.
Caplin M, Saunders T. Utilizing Teach-Back to Reinforce Patient Education: A Step-by-Step Approach. Orthopedic Nursing.2015;34(6):365-371. doi: 10.1097/NOR.0000000000000197.
Hawes EM. Patient Education on Oral Anticoagulation. Pharmacy (Basel). 2018;6(2):34. doi: 10.3390/pharmacy6020034.
Truong TH, Nguyen TT, Armor BL, et al. Errors in the Administration Technique of Insulin Pen Devices: A Result of Insufficient Education. Diabetes Therapy. 2017;8(2):221-226. doi: 10.1007/s13300-017-0242-y.
Fidyk, L, Ventura K, Green K. Teaching nurses how to teach: Strategies to enhance the quality of patient education. Journal for Nurses in Professional Development. 2014;30(5): 248-253. doi:10.1097/NND.0000000000000074.
Referanslar
Erbaş, N. Sağlık Hizmetlerinde Önemli İki Kavram: Hasta Eğitimi ve Hemşirelik Süreci. STED/Sürekli Tıp Eğitimi Dergisi, (2018); 27(5): 358-364.
Korkmaz S. Eğitimin ve Hasta Eğitiminin Kavramsal Çerçevesi., Öztaş B, Ünal N (ed) Hasta eğitimi içinde. (2022). Ankara: Vize Basın Yayın;2022.p.4-5.
Yıldırım N, Çiftçi B, Kaşıkçı M. Hemşirelerin Hasta Eğitimi Verme Durumu ve Etkileyen Faktörlerin Belirlenmesi. Atatürk İletişim Dergisi, 2017;14: 217-231.
Şenyuva E, Taşocak G. Hemşirelerin Hasta Eğitimi Etkinlikleri ve Hasta Eğitim Süreci. Florence Nightingale Journal of Nursing, 2014;15(59), 100-106.
Fereidouni Z, Raheleh SS, Hariri G,et al. Moving Into Action: The Master Key to Patient Education. Journal of Nursing Research.2019;27(1),1-8. DOI: 10.1097/jnr.0000000000000280
World Health Organization. Therapeutic patient education: Continuing education programmes for health care providers in the field of prevention of chronic diseases: Report of a WHO working group. [Online] https://iris.who.int/handle/10665/108151 [Accessed: 1st April 2024]
Fowler J. Teaching and learning: From staff nurse to nurse consultant. Part 5: Patient education. British Journal of Nursing .2016; 21(15), 943. doi:10.12968/bjon.2012.21.15.943
Smith JA, Zsohar H. Patient-education tips for new nurses. Nursing. 2013;43(10):1-3. doi:10.1097/01.NURSE.0000434224.51627.8a
Cutilli CC. Excellence in patient education: Evidence-based education that “sticks” and improves patient outcomes. Nursing Clinics of North America.2020;55(2):267-282. doi:10.1016/j.cnur.2020.02.007
Dumit NY. Role of the Nurse as Educator: Patient Teaching. Pertinence. 2014. 8(11), 92-99. doi:10.12816/0014049
Candela L, Linda BP, Bobay KL, et al. Teaching students to teach patients: A theory-guided approach. Journal of Nursing Education and Practice.2018;8(11):92-99. doi:10.5430/jnep.v8n11p92
Ortega PYJ. Therapeutic patient education (TPE): A field of research and practice for psychosocial health intervention. Aten Primaria. 2024;56(4):102874. doi: 10.1016/j.aprim.2024.102874.
Mangold K, Kunze KL, Quinonez MM,et al. Learning Style Preferences of Practicing Nurses. Journal for Nurses in Professional Development. 2018;34(4):212-218. doi: 10.1097/NND.0000000000000462.
Beagley L. Educating patients: understanding barriers, learning styles, and teaching techniques. Journal of Perianesthesia Nursing. 2011;26(5):331-337. doi: 10.1016/j.jopan.2011.06.002.
PracticalNursing.org. Five Tips for Providing Effective Patient Education 2024.[Online] https://www.practicalnursing.org/five-tips-providing-effective-patient-education [Accessed: 20th May 2024]
Yen PH, Leasure AR. Use and Effectiveness of the Teach-Back Method in Patient Education and Health Outcomes. Federal Practitioner.2019;36(6):284-289.
Seely KD, Higgs JA, Nigh A. Utilizing the "teach-back" method to improve surgical informed consent and shared decision-making: a review. Patient Safety in Surgery. 2022;16(1):1-9. doi: 10.1186/s13037-022-00322-z.
Bodenheimer T. Teach-Back: A Simple Technique to Enhance Patients' Understanding. Family Practice Management. 2018;25(4):20-22.
Caplin M, Saunders T. Utilizing Teach-Back to Reinforce Patient Education: A Step-by-Step Approach. Orthopedic Nursing.2015;34(6):365-371. doi: 10.1097/NOR.0000000000000197.
Hawes EM. Patient Education on Oral Anticoagulation. Pharmacy (Basel). 2018;6(2):34. doi: 10.3390/pharmacy6020034.
Truong TH, Nguyen TT, Armor BL, et al. Errors in the Administration Technique of Insulin Pen Devices: A Result of Insufficient Education. Diabetes Therapy. 2017;8(2):221-226. doi: 10.1007/s13300-017-0242-y.
Fidyk, L, Ventura K, Green K. Teaching nurses how to teach: Strategies to enhance the quality of patient education. Journal for Nurses in Professional Development. 2014;30(5): 248-253. doi:10.1097/NND.0000000000000074.
