Patient Education Tools and Evidence-Based Practice Patient Education Tools and Evidence-Based Practice 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. Patient Education Tools and Evidence-Based Practice. ORDER Patient Education Tools and Evidence-Based Practice 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. Patient Education Tools and Evidence-Based Practice 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. 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. Additional Requirements for Patient Education Tools and Evidence-Based Practice 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? ?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 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. Patient Education Tools and Evidence-Based Practice 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. ORDER INSTRUCTIONS-COMPLIANT NURSING PAPERS 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 Evidence-Based Practice 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. 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 Evidence-Based Practice Order Now

ADDITIONAL INFORMATION 

Patient Education Tools and Evidence-Based Practice

Introduction

Nurses are in the forefront of patient education, but there is more that can be done. Nurses must work with their patients and other health professionals to improve the quality of their care. Patient education starts with listening intently to what your patient wants from you as a nurse and then sharing this information with other health care providers. This will help them understand how they can better manage their health condition themselves so you don’t have to spend time on things like wound care or follow-up appointments for chronic conditions like diabetes or hypertension.

Nursing leadership is essential to the development of quality health education.

Nurses are leaders in patient education. They can help lead the way for better patient education through evidence-based practice.

• Nurses are experts in their fields and understand how to use research to improve health care delivery.

• They’re trained to provide compassionate care and make decisions based on science rather than tradition or personal preference.

A lack of resources and competing priorities can hinder the implementation of evidence-based practice (EBP).

A lack of resources and competing priorities can hinder the implementation of evidence-based practice (EBP).

The following are some potential barriers to EBP:

• Lack of leadership, including the ability to focus on the most important issues. For example, if your organization has several different departments with different goals that all need attention, it may be difficult for someone in that position to prioritize one over another.

• Time is an issue as well because as a busy person you don’t have much time or energy left over after everything else has been done each day! This means that if there’s no one else who takes care of these tasks regularly then they will pile up until there’s no more room left in our schedule – which means we’ll never get anything done until tomorrow morning comes around again!

There are resources available to help improve patient education.

There are many resources available to help improve patient education. Some of these resources are free, while others are paid. You can find them in books, journals and online.

Patient education comes in many different forms.

Patient education can be provided in many different forms.

• Written material: Patients are often provided with written materials to read at home or on their own time, such as pamphlets and booklets that provide information about topics such as side effects, drug interactions and adverse events. This type of patient education may include information on how to take medication properly and avoid common problems with dosage (e.g., taking too much or too little).

• Videos: Patients who have questions about their medications may watch videos online or through a mobile app that shows them how to administer the right dose at the right time, as well as how best to use the medication over time (for example: “How do I take my medicine?”). These videos can also include images showing what happens if you take your dose incorrectly—for instance, if you miss an appointment or skip doses altogether because you forgot about it!

It is important to use evidence-based practice in patient education.

Evidence-based practice (EBP) is the process by which you use scientific evidence to make decisions about patient care. EBP can be used in many different ways, from determining what treatments are most effective for each patient to understanding how best to communicate with patients about potential side effects or complications of treatment. In short: you should use EBP when it makes sense for your situation!

To help illustrate how this works, let’s look at an example from my own practice as a medical student: I was learning how treat cancer patients who have been resistant to previous therapies. After looking into it more deeply, we realized that these patients often had trouble swallowing pills because they had throat cancer or other conditions affecting their ability to swallow properly; therefore we started using chewable tablets instead of traditional tablets that they might not be able to swallow without difficulty..

Nurses are leaders in patient education, but more leadership is needed.

Nurses are leaders in patient education, but more leadership is needed.

Nurses are the most trusted source of health information for patients. They know what will work best for each individual patient and how to deliver it effectively.

Nurses can help lead the way for better patient education through evidence-based practice (EBP).

Nurses can help lead the way for better patient education through evidence-based practice.

Nurses have a unique role in healthcare, because they are the people who interact with patients on a daily basis. They have a direct line of communication with your healthcare team and can help you understand what’s going on.

When it comes to patient education, nurses are leaders in evidence-based practice—the best way for nurses and other members of patient-centered care teams (such as physicians) to improve patient understanding about their treatment goals. Nurses also play an important role in helping patients understand their diagnosis or prognosis: how long does recovery take? What will happen if I don’t follow my doctor’s recommendations? The more information you have about these things, the better able you’ll be to make decisions about how best to manage your condition at home or elsewhere.”

Conclusion

Nurses are leaders in patient education and should play an active role in making sure it is based on evidence. Nurses can help lead the way for better patient education through evidence-based practice.

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