Patient Education: Tools and EBP Assignment Patient Education: Tools and EBP Assignment Assessment Instructions Imagine your supervisor has asked you to develop a patient education tool for new medication starts in your current area of practice. This tool needs to provide important information to the patient, yet be concise enough to require no more than one page. Preparation Review the suggested list of possible topics in Part 1 of the Requirements and then search the Capella library and the Internet for supporting resources. You will need to provide support for the information you choose to include in the patient education tool. Requirements Complete both Part 1 and Part 2 of this assessment. You may submit both parts in one document or submit them as separate documents. Be sure you complete both parts! Submit a total of 4?5 pages. Write no more than one page for Part 1. Write 2?3 pages, plus a separate reference page, for Part 2. ORDER YOUR PROFESSIONAL PAPER HERE Part 1: Patient Education Tool Complete the following: Choose one of the following topics as the basis for your patient education tool: Antibiotics (Amoxil/Amoxicillin) for pediatric ear infections. Statin therapy (Zocor/Simvastatin) for a newly diagnosed patient with hypercholesterolemia. Antihypertensive (ACE inhibitors/Lisinopril/Zestril) for a patient who was discovered to have hypertension at a health screening at work. Drugs for treating gastric acidity (Proton pump inhibitors/antacids/H2 blockers) for a patient complaining of chronic indigestion and heartburn. Ear drops or eye drops (or both) for an elderly patient. Any newly released medication for a patient in your area of practice. This might be a new drug for diabetes, hypertension, or arthritis or a new antibiotic. Include the following in your patient education tool: Explain appropriate use of the medication. Identify specific factors (age, access, culture, and so on) that may affect the efficacy of the medication. Describe possible chemical interactions, side effects, or other negative reactions patients need to be aware of. Explain correct handling, storage, and disposal of the medication. Include any other information you feel would be beneficial and promote patient safety and quality outcomes. You may format Part 1, the patient education tool, any way you wish, but be sure it is logical and understandable by the typical patient who would use it. Feel free to include pictures or diagrams to reinforce the information. Part 2: Evidence-Based Practice Provide evidence for the information you included in the patient education tool: Explain how the information in the patient education tool promotes patient safety and quality outcomes. Explain how the patient education tool adheres to the principles and practices of cultural competence. In other words, is the tool appropriate for all cultures, genders, ages, et cetera; or could it be easily adapted for specific needs? Format Part 2 according to APA guidelines. This is not a document you would provide to a patient but, for this assessment, it will provide faculty with the academic and professional principles necessary to evaluate your work. Patient Education: Tools and EBP Assignment Additional Requirements At least 2 current scholarly or professional resources. For Part 2 only: Use Times New Roman font, 12 point, double-spaced font. Questions to Consider To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. How do the rights of patient medication affect the ability of a nurse to make sure a patient receives medication that is ordered in a safe, effective manner? What types of communication tools, such as the Pyxis machine, facilitate effective communication and reduce or eliminate medication errors? Context Do any of these sound familiar? ORDER YOUR PROFESSIONAL PAPER HERE ?I felt better right away, so I did not think I had to take the rest of the medicine.? ?Every time I took it, I threw up, so I just did not take it anymore.? ?I lost my health insurance a couple of months ago and cannot afford my medication all the time. I take it when I can afford to buy it. This is better than nothing, right?? Show Less In addition to administering medications, nurses are assigned the responsibility of educating patients about the proper use of the medications that have been prescribed for them. Not an easy task! With all the demands on a nurses time, it is easy to fall into the habit of reciting instructions without taking the time to make sure those instructions have been understood. When considering patient education, you have to understand the differences between drug reactions, interactions, allergies, and individual variations in drug responses. In order to promote better patient safety and quality outcomes, the instruction that nurses provide must be patient-centered and clearly understood. Proper education helps patients learn about their medications, how to take them correctly, avoid potentially harmful errors or drug interactions, and have the desired quality outcome. Medication errors can occur at any point in the drug administration process. As the last person who touches a medication before the patient actually takes it, it is vital that nurses are familiar with the process of administration and be able to evaluate any discrepancies Patient Education: Tools and EBP Assignment Overview Create a one-page patient education tool that explains usage of a medication and factors that can affect outcomes. Then, write 2?3 pages in which you explain how the tool promotes patient safety and quality outcomes, and adheres to the principles and practices of cultural competence. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Show Less Competency 1: Apply practice guidelines and standards of evidence-based practice related to pharmacology for safe and effective nursing practice. Explain the appropriate use of a medication. Explain how a patient education tool promotes patient safety related to pharmacology. Competency 2: Explain the relationship between quality patient outcomes, patient safety, and the appropriate use of pharmacology and psychopharmacology. Identify specific factors that may affect the efficacy of a medication. Describe possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication. Explain correct handling, storage, and disposal of a medication. Competency 3: Apply the principles and practices of cultural competence with regard to pharmacological interventions. Explain how a patient education tool adheres to the principles and practices of cultural competence. Competency 4: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing professional. Write content clearly and logically with correct use of grammar, punctuation, and mechanics. Correctly format paper, citations, and references using current APA style. ? Patient Education Scoring Guide Patient Education Scoring Guide Grading Rubric Criteria Non-performance Basic Proficient Distinguished Explain the appropriate use of a medication. Does not explain the appropriate use of a medication. Explains the use of a medication, but the explanation is inaccurate or not appropriate for the medication. Explains the appropriate use of a medication. Explains the appropriate use of a medication and the importance of following the instructions in terms of quality patient outcomes. Identify specific factors that may affect the efficacy of a medication. Does not identify specific factors that may affect the efficacy of a medication. Lists factors that may affect a medication, but the list is incomplete or does not relate to the efficacy of the medication. Identifies specific factors that may affect the efficacy of a medication. Explains how specific factors may affect the efficacy of a medication. Describe possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication. Does not describe possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication. Lists possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication. Describes possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication. Describes possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication and explains the actions a patient should take. Explain correct handling, storage, and disposal of a medication. Does not explain correct handling, storage, and disposal of a medication. Explains handling, storage, and disposal of a medication, but the explanation is inaccurate or incomplete. Explains correct handling, storage, and disposal of a medication. Explains correct handling, storage, and disposal of a medication and includes a brief rationale of why these instructions are important. Patient Education: Tools and EBP Assignment Explain how a patient education tool promotes patient safety related to pharmacology. Does not explain how a patient education tool promotes patient safety related to pharmacology. Explains the use of a patient education tool but does not associate the tool with patient safety. Explains how a patient education tool promotes patient safety related to pharmacology. Explains how a patient education tool promotes patient safety related to pharmacology and how the tool benefits both patients and nurses. Explain how a patient education tool adheres to the principles and practices of cultural competence. Does not explain how a patient education tool adheres to the principles and practices of cultural competence. Explains how a patient education tool adheres to the principles and practices of cultural competence, but the explanation is missing key elements. Explains how a patient education tool adheres to the principles and practices of cultural competence. Explains how a patient education tool adheres to the principles and practices of cultural competence, including differences of gender and age, and describes how the tool could be modified for other individual differences. Patient Education: Tools and EBP Assignment Write content clearly and logically with correct use of grammar, punctuation, and mechanics. Does not write content clearly, logically, or with correct use of grammar, punctuation, and mechanics. Writes with errors in clarity, logic, grammar, punctuation, or mechanics. Writes content clearly and logically with correct use of grammar, punctuation, and mechanics. Writes clearly and logically with correct use of spelling, grammar, punctuation, and mechanics; uses relevant evidence to support a central idea. Correctly format paper, citations, and references using current APA style. Does not correctly format paper, citations, and references using current APA style. Uses current APA to format paper, citations, and references but with numerous errors. Correctly formats paper, citations, and references using current APA style with few errors. Correctly formats paper, citations, and references with no errors. Patient Education: Tools and EBP Assignment Order Now

ADDITIONAL INFORMATION 

Patient Education: Tools and EBP

Introduction

The HSE, or the Health Status and Education Questionnaire, is a tool that allows for assessment and evaluation of knowledge. The HSE was developed in the early 1990s by researchers in the School of Nursing at UCLA. The HSE has been validated in several studies, revised and used as part of EBP research. Pre-post tests are conducted before and after an intervention in order to measure change. Pre-post tests can provide data that can inform practice with patients and families.

The HSE is a tool that provides an opportunity to assess and evaluate knowledge.

The HSE is a tool that provides an opportunity to assess and evaluate knowledge. The HSE can be used to measure knowledge, but it also allows you to evaluate your patient’s level of understanding.

The HSE is a tool for assessing and evaluating your patient’s level of understanding about their disease, treatment plan or medication side effects.

Pre-post tests can provide data that can inform practice with patients and families.

A pre-post test is a tool that can be used to identify gaps in understanding, provide data on how well the patient understands what they are doing/being told and measure change over time. For example, if you want to know if there has been improvement in your ability to communicate with patients about their care, you might administer an assessment before and after treatment so that you can see whether their performance has improved.

Pre-post testing also allows us to identify when we need more training or education for our staff members so that they are able to provide the best possible care for each patient. This can help us prioritize which areas need attention first based on what we’ve learned from our pre-post testing results!

The HSE was developed in the early 1990s by researchers in the School of Nursing at UCLA.

The HSE was developed in the early 1990s by researchers in the School of Nursing at UCLA. It has been used as a tool to assess knowledge, attitudes and skills.

The HSE has been validated in several studies, revised and used as part of EBP research.

We have been using the HSE as part of our EBP research since the early 1990s. The HSE was validated in several studies, revised and used as part of EBP research to study the effects of education on patient outcomes.

The HSE is a tool that can be used by healthcare professionals and patients alike to improve patient outcomes through better understanding about their health issues and treatment options. It provides information on common conditions such as depression or inflammation so that people can make informed decisions about their care options based on their own needs rather than those suggested by experts or researchers alone

The HSE is based on Bloom’s Taxonomy.

The HSE is based on Bloom’s Taxonomy. It has six levels, with each level getting more complex than the previous one. These are:

• Knowledge – In this level you learn about a disease or condition and its symptoms and treatment options.

• Comprehension – You can start to understand the importance of certain treatments for your patient’s condition. You’ll also learn about possible side effects of those treatments if they’re used as prescribed by your doctor or nurse practitioner/ physician assistant (NP/PA).

• Application – In this level, you will find out how to apply what you’ve learned about prevention strategies for diseases such as diabetes in order to achieve better health outcomes for patients with diabetes mellitus type 1 (DM1).

It uses questions that measure recall and application of knowledge.

The HSE is a tool that provides an opportunity to assess and evaluate knowledge. It is based on Bloom’s Taxonomy of Educational Objectives (1996). This framework uses questions that measure recall and application of knowledge, as well as content mastery. The HSE uses multiple-choice questions, short answer questions and open-ended problems.

The written version of this assessment can be found online at https://www.hsereadinesstest.org/test/. The electronic format is available for download from this site or by contacting your local IRB office

The HSE is available in written or electronic media.

The HSE is available in written and electronic media. It can be accessed through the HSE website (www.hse.ie), which contains information on the Irish healthcare system, as well as links to other websites related to the topics covered in this book. This provides a quick way for patients to access information about their condition or treatment options without having to travel long distances from where they live or work.

The HSE also publishes an annual patient booklet that provides concise summaries of each disease category listed above.

Various populations have been studied using the HSE for pre-post measurement of knowledge.

• Studies have been done in many different populations, including healthcare professionals and patients.

• The HSE is a useful tool for assessing patient knowledge before and after patient education interventions (PEI).

Pre-post tests are conducted before and after an intervention in order to measure change.

Pre-post tests are conducted before and after an intervention in order to measure change. Pre-post tests are used as a teaching tool to identify gaps in understanding, but also as a way of comparing groups.

For example, if you were interested in seeing how two different groups of people responded differently to your treatment plan, you could administer pre-post tests before starting the program and then again at its conclusion. This would allow you to see whether those who improved retained their gains or not; if so, what exactly those gains were (e.g., increased confidence over time).

Pre-post tests are used as a teaching tool to identify gaps in understanding.

Post-test questionnaires are used as a teaching tool to identify gaps in understanding. The HSE (Health Service Evaluation) is an example of this approach, which has been validated in several studies. It consists of multiple-choice questions that measure recall and application of knowledge, as well as content knowledge about health care delivery systems.

Pre and post testing is important when measuring education efforts with patients and families

Pre and post testing is a method for measuring the effectiveness of patient education. This can be done by either the patient or provider and helps identify gaps in understanding, which can then be addressed through additional educational efforts. For example, if you’re providing an educational session on how to manage diabetes at home and your patient has trouble understanding what they should do when they get their blood glucose results back from their doctor, pre-post testing could help determine whether there’s a problem with your communication or if there are other factors contributing to poor self-management (e.g., lack of knowledge about diabetes).

Pre-and post-testing also allows providers to track change over time—for example, seeing whether patients who took part in an educational session were able to apply what they learned at home later on in treatment plans for managing their condition

Conclusion

EBP is an approach to health care that involves the application of best practices and evidence-based information. The HSE is a tool used in EBP that provides an opportunity to assess and evaluate knowledge. The HSE was developed in the early 1990s by researchers in the School of Nursing at UCLA, who also authored multiple publications on this topic.

Collepals.com Plagiarism Free Papers

Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.

Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS

Why Hire Collepals.com writers to do your paper?

Quality- We are experienced and have access to ample research materials.

We write plagiarism Free Content

Confidential- We never share or sell your personal information to third parties.

Support-Chat with us today! We are always waiting to answer all your questions.