Question

1. Summarize the historical foundations for the teaching role of health professionals. For example, what did early healers do? What factors influenced the growth of patient education from the mid-1800s to the 20th century? When was the emphasis placed on education of individual patients rather than general public health information? What does the AHA's A Patient's Bill of Rights have to do with patient education? What is the role of the JC in patient education?

2. What is the role of the health professional as an educator? For example, what is their primary role? What skills are needed for a health professional to be a successful educator?

Answer 1

1.Evolution is a ongoing phase which happens in each and every aspect of life ,in the same way teaching role of health professionals also evolve . I am taking the example of nurses and evolution in teaching role .

"Patient education has been a part of health care since the first healer gave the first tient advice about treating his (or her) ailments" (May, 1999, p. 3). Although the te patient education was not specifically used, considerable efforts by the earliest heal to inform, encourage, and caution patients to follow appropriate hygienic and the peutic measures occurred even in prehistoric times (Bartlett, 1986). Because these ea healers-physicians, herbalists, midwives, and shamans-did not have a lot of effect diagnostic and treatment interventions, it is likely that education was, in fact, one of most common interventions (Bartlett, 1986). From the mid-1800s through the turn of the 20th century, described as the format period by Bartlett (1986), several key factors influenced the growth of patient educati

The emergence of nursing and other health professions, technological developments, the emphasis on the patient-caregiver relationship, the spread of tuberculosis and other communicable diseases, and the growing interest in the welfare of mothers and childre all had an impact on patient education (Bartlett, 1986). In nursing, Florence Nightingale emerged as a resolute advocate of the educational responsibilities of district public health nurses and authored Health Teaching in Towns and Villages, which advocated for school aching of health rules as well as health teaching in the home (Monterio, 198 n the first few decades of the 20th century, patient teaching continued to be deliv ered by nurses as part of their clinical practice, but this responsibility was overshadowed by the increasing technology that was being introduced into health care (Bartlett, 1986) Then in the early 1950s, the first references in the literature to patient education began to appear (Falvo, 2004). In 1953, Veterans Administration (VA) hospitals issued a tech nical bulletin titled Patient Education and the Hospital Program. This bulletin identified the nature and scope of patient education and provided guidance to all hospital services involved in patient education (Veterans Administration, 1953) In the 1960s and 1970s, patient education began to be seen as a specific task where emphasis was placed on educating individual patients rather than providing gen public health education. Developments during this time, such as the civil rights move ment, the women's movement, and the consumer and self-help movement, all affected patient education (Bartlett, 1986; Nyswander, 1980; Rosen, 1977). In 1971, two signifi cant events occurred: (1) A publication from the Department of Health, Education, and Welfare, titled The Need for Patient Education, emphasized a concept of patient educa tion that provided information about disease and treatment as well as teaching patients how to stay healthy, and (2) President Richard Nixon issued a message to Congress using the term health education (Falvo, 2004). Nixon later appointed the President's Committee on Health Education, which recommended that hospitals offer health edu cation to families of patients (Bartlett, 1986; Weingarten, 1974). Although the terms health education and patient education were used interchangeably, this recommenda tion had a great impact on the future of patient education because a health education focal point was established in what was then the Department of Education and Welfare (Falvo, 2004) eral As a result of this committee's recommendations, the American Hospital Association (AHA) appointed a special committee on health education (Falvo, 2004). The AHA com mittee suggested that it was a responsibility of hospitals as well as other healthcare institu tions to provide educational programs for patients and that all health professionals were to be included in patient education (AHA, 1976). Also, the healthcare system began to pay more attention to patient rights and protections involving informed consent (Roter, Stashefsky-Margalit, & Rudd, 2001). Also in the early 1970s, patient education was a sig nificant part of the AHA's Statement on a Patient's Bill of Rights (1973). This docume outlines patients' rights to receive current information about their diagnosis, trea and prognosis in understandable terms as well as information that enables them to informed decisions about their health care n the 1980s, national health education programs once again became popular as h care trends focused on disease prevention and health promotion. The U.S. Departmen

Health and Human Services' Healthy People 2000: National Health Promotion and Disease Prevention Objectives (USDHHS, 1990), followed by Healthy People 2010 (USDHHS, 2000) and Healthy People 2020 (USDHHS, 2010), established specific and important goals and objectives for the public health of the nation. Patient education is a fundamental compo- nent of thes . e far-reaching national initiatives Also, in recognition of the importance of patient education by nurses, The Joint Commission (TJC), formerly the Joint Commission on Accreditation of Healthcare Organizations (JCAHO), established nursing standards for patient education as early as 1993 (JCAHO, 2001). These standards required nurses to achieve positive outcomes of patient care through teaching activities that must be patient centered and family oriented. More recently, TJC expanded its expectations to include an interdisciplin ary team approach in providing patient education as well as evidence that patients and their significant others participate in care and decision making and understand what they have been taught. This requirement means that all healthcare providers must consider the literacy level, educational background, language skills, and culture c every client during the education process (Cipriano, 2007; Davidhizar & Brownson, 1999; JCAHO, 2001) The Evolution of the Teaching Role of Nurses Nursing is unique among the health professions in that patient education has long been considered a major component of standard care given by nurses. Since the mid-1800s, when nursing was first acknowledged as a unique discipline, the responsibility for teach ing has been recognized as an important role of nurses as caregivers. The focus of nurses teaching efforts is on the care of the sick and promotion of the health of the well public. Florence Nightingale, the founder of modern nursing, was the ultimate educator Not only did she develop the first school of nursing, but she also devoted a large portion of her career to teaching nurses, physicians, and health officials about the importance of proper conditions in hospitals and homes to improve the health of people. Nightingale also emphasized the importance of teaching patients the need for adequate nutrition, fresh air, exercise, and personal hygiene to improve their well-being. By the early 1900s, public health nurses in the United States clearly understood the significance of the role of the nurse as teacher in preventing disease and in maintaining the health of society (Chachkes &Christ, 1996). It is from these roots that nurses have expanded their prac- tice to include the broader concepts of health and illness (Glanville, 2000) As early as 1918, the National League of Nursing Education (NLNE) in the United States (now the National League for Nursing NLN]) observed the importance of health teaching as a function within the scope of nursing practice. Two decades later this organization recognized nurses as agents for the promotion of health and the pre- vention of illness in all settings in which they practiced (NLNE, 1937). In similar fash ion, the American Nurses Association (ANA, 2015) has for years issued statements on the functions, standards, and qualifications for nursing practice, of which patient teaching is a key element. In addition, the International Council of Nurses (ICN, 2012)

has long endorsed the nurse's role as patient educator to be an essential component of nursing care delivery Today, all state nurse practice acts (NPAs) include teaching within the scope of nursing practice responsibilities. Nurses, by legal mandate of their NPAs, are expected to provide instruction to consumers to assist them to maintain optimal levels of wellness and manage illness. Nursing career ladders often incorporate teaching effectiveness as a measure of excellence in practice (Rifas, Morris, & Grady, 1994). By teaching patients and families, nurses can achieve the professional goal of providing cost-effective, safe and high-quality care A variety of other health professions also identify their commitment to patient education in their professional documents (Falvo, 2004). Standards of practice, prac- tice frameworks, accreditation standards, guides to practice, and practice acts of many health professions delineate the educational responsibilities of their members. In ad dition, professional workshops and continuing education programs routinely address the skills needed for quality patient and staff education. Although specific roles vary ac cording to profession, directives related to contemporary patient education clearly echo Bartlett's (1986) assertion that it "must be viewed as a fundamentally multidisciplinary enterprise" (p. 1 Since the 1980s, the role of the nurse as educator has undergone a paradigm shift evolving from what once was a disease-oriented approach to a more prevention oriented approach. In other words, the focus is on teaching for the promotion and maintenance of health (Roter et al., 2001). Education, which was once done as part of discharge planning at the end of hospitalization, has expanded to become part of a comprehensive plan of care that occurs across the continuum of the healthcare delivery Le process (Davidhizar & Brownson, 1999) As described by Grueninger (1995), this transition toward wellness entails a progres sion "from disease-oriented patient education (DOPE) to prevention-oriented patient education (POPE) to ultimately become health-oriented patient education (HOPE) 53). Instead of the traditional aim of simply imparting information, the emphasis is now on empowering patients to use their potential, abilities, and resources to the fullest (Glanville, 2000). Along with supporting patient empowerment, nurses must be mindful to continue to ensure the protection of "patient voice" and the therapeutic relationship in patient education against the backdrop of ever-increasing productivity expectations and time constraints (Roter et al., 2001)

2. Health professionals have many vital roles to be played in their professional life . One of the key roles is as a educator . They play a vital role as educator because when the healthcare professionals teach the people about any health promotion and disease prevention methods people absorb them or understand them well and they trust them and follows them because people know that health professionals are advising them on the basis of facts and evidence . For example when a nurse provides health education on a topic people are much comfortable and freely asks their doubts and expresses their concerns . One of the main skill which the professional need for providing education is having good communication skills and also knowledge . Then only they can be a successful educator .