Nurse as Educator, 3rd Edition

Contents:

Part One: Perspectives on Teaching and Learning

Chapter 1: Overview of Education in Heath Care • Historical Foundations for 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 • Role of the Nurse as Educator • Barriers to Teaching and Obstacles to Learning • Question to be Asked About Teaching and Learning • State of the Evidence • Summary.    

Chapter 2: Ethical, Legal, and Economic Foundation of the Educational Process • A Differentiated View of Ethics, Morality, and the Law • Evolution of Ethical and Legal Principles in Health Care • Application of Ethical and Legal Principles to Patient Education • Legality of Patient Education and Information • Documentation • Economic Factors of Patient 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.

Chapter 3: Applying Learning Theories to Healthcare Practice • Learning Theories • Neuropsychology and Learning • Comparison of Learning Theories • Common Principles of Learning • State of the Evidence • Summary.

Part Two: Characteristics of the Learner

Chapter 4: Determinants of Learning • 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.

Chapter 5: Developmental Stages of the Learner • 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.

Chapter 6: Compliance, Motivation, and Health Behaviors of the Learner • Compliance • Motivation • Selected Models and Theories • Models for Health Education • The Role of Nurse as Educator in Health Promotion • State of the Evidence • Summary.

Chapter 7: Literacy in the Adult Client Population • 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 • Measurement Tool to Test Literacy Levels • Formulas to Measure Readability of PEMs • Test to Measure Comprehension of PEMs • Tests to Measure Reading Skills of Clients • Simplifying the Readability of PEMs • Teaching Strategies for Clients with Low Literacy • State of the Evidence • Summary.

Chapter 8: Gender, Socioeconomic, and Cultural Attributes of the Learner • Gender Characteristics ?Socioeconomic Characteristics • Cultural Characteristics • The Four Major Ethnic Groups • Preparing Nurses for Diversity Care • Stereotyping: Identifying the Meaning, the Risks, and the Solutions • State of the Evidence • Summary.

Chapter 9: Special Populations • Definition of Terms • 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.

Part Three: Techniques and Strategies for Teaching and Learning

Chapter 10: Behavioral Objectives • Types of Objectives • Characteristics of Goals and Objectives • The Debate About Using Behavioral Objectives • Writing Behavioral Objectives • 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.

Chapter 11: Instructional Methods and Settings • Instructional Methods • Selection of Instructional Methods • Evaluation of Instructional Methods • Increasing Effectiveness of Teaching • Instructional Settings • State of the Evidence • Summary.

Chapter 12: Instructional Materials • 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.

Chapter 13: Technology in Education • 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 • State of the Evidence • Summary.

Chapter 14: Evaluation in Healthcare Education • 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.

APPENDIX A: Test To Measure Readability And Comprehension And Tools To Assess Instructional Materials • How to use the Spache Grade-Score Formula • 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 (PEMs) • APPENDIX B: Resources And Organizations For Special Populations • APPENDIX C: Teaching Plans • Postcircumcision Care • Safe Sleep Positioning of Infants • Use of Incentive Spirometer.

About the Author: 

Susan Bastable, EdD, MEd, RN - Professor, Director of Nursing, Le Moyne College, Syracuse, New York.
Inducted into the 2001 Nursing Hall of Fame, Teacher's College, Columbia University Recipient of the 2001 NEAA Nursing Education Award, Teacher's College, Columbia University.