Ethical Issues Related to Health Education and Health Literacy
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Ethical Issues Related to Health Education and Health Literacy
Health Education and Health Literacy: Ethical Issues
Health literacy—Do community members understand the printed, digital, and oral health messages communicated to them in terms of language, ease of reading, and linguistics?
Are these communications helpful to their decision making? To address the national problem of health literacy, nurses should assess their roles as educators, information brokers, advocates, facilitators, collaborative problem solvers, and navigators.
Nurses should consider the impact that the multitude of demands of the health care system has on client autonomy. To explain, health literacy universal precautions refers to strategies to reduce the complexity of health care, increase patient understanding of health information, and enhance support for patients of all health literacy.
View the Agency for Healthcare Research and Quality website at https://www.ahrq.gov/professionals/quality-patient-safety/quality-resources/tools/literacy-toolkit/index.html.
Individual vs. collective/societal rights and responsibility for health—What communication factors should the nurse consider when balancing the health education needs of the individual against those of the collective (e.g., family and community)?
What communication gaps can be bridged by the development and implementation of health information that is relevant culturally, linguistically, and in terms of literacy?
Social justice and equity—Do all community members enjoy equity in their access to health education and information? Does health information consider the diversity of a demographically changing country? What types of materials are available for non–English-speaking clients?
What strategies, programs, and interventions can be implemented to reduce the discovery-to-delivery disconnect? How can nurses reduce the demands of the health care system and implement navigation strategies?
Allocation of resources—In what way do policies promote and/or hinder promotion of health literacy? Do national/local government and corporate/institutional policies affect the availability, accessibility, and equitable distribution of information resources? In what way do current policies reward and support patient education?
How can the nurse get involved in shaping and redirecting health policy and moving policy into practice? This includes policies at the institutional, community, local, and national levels.
Cultural effectiveness—What skills, knowledge, and experiences are necessary to the planning of health education within the context of people’s history and everyday realities?
The nurse should assess his or her abilities to approach health education tasks with confidence, compassion, competence, and cultural humility (Marks, 2009; USDHHS, 2013).
- Identify a specific intended group in the community that you are interested in (e.g., medically underserved, homeless, seniors, pregnant women, new immigrants, deaf children, middle-school children).
Describe the group’s characteristics, learning needs, and strengths.
Identify your methods for obtaining this information.
Next, describe the application of Freire’s empowerment education model to address health education priorities. How would you engage them in determining learning priorities?
Mr. Chen is new to the area and starts to visit the local neighborhood senior center weekly to play cards and have lunch with his brothers, who have lived in the area for a number of years. Adjacent to the senior center (men call it “the club”) is a nurse-managed clinic, which was started more than 13 years ago by the college of nursing at the local university.
The clinic offers education and free or low-cost screenings on a regular basis. Many community members take advantage of this convenient service for their primary care. Mr. Chen has limited resources, so this community resource provides him with valuable access to health care services and information.
On his first visit to the clinic, his blood pressure is 174/92 mm Hg. He states that the public hospital that cared for him in another city treated him for high blood pressure for more than 7 years, that doctors prescribed several medications 6 months earlier, and that he received many written materials to read (they were all in English).
Although he reads somewhat in English, he tells the nurse that it would have been nice to see materials in his familiar Chinese language
The nurse’s assessment reveals that Mr. Chen takes his medication only when he does not “feel so good.” He said his doctor advises him to take his medicines regularly, and he states that he takes them faithfully when he does not feel well.
He tells the nurse that he remembers getting some educational booklets about his medications and “blood,” but he found them too long and tiring to read. The nurse’s educational assessment reveals that Mr.
Chen has completed 8 years of schooling, does not read much, enjoys television over print, and likes to learn from pictures or from other people in groups. He states that he would really like to get his health information in easy English but would mostly prefer to get some easy materials in Chinese. His reading skills have not been verified by health providers.
Yet it seems that he has taken the health instruction literally (e.g., he interprets “take regularly” to mean take consistently when “I don’t feel right” vs. take the pills on a regular schedule).
To facilitate learning, the nurse establishes a teaching plan with Mr. Chen’s input. This plan involves communicating health instructions in more relevant ways (e.g., using pictures, drawings, mnemonics, videotapes), providing word cards for him in Chinese with the help of the local translation services, and putting him in touch with county financial resources to assist in buying his medicines.
The nurse also establishes a follow-up plan with a bilingual nurse to verify Mr. Chen’s understanding of how to take his medications by asking him to repeat back in his own words when/how he takes them (teach-back methods).
She also plans to develop a series of health education group classes for seniors at “the club” about health and wellness, with high blood pressure as one of the topics of discussion.
Describe the goals of health education within the community setting.
Examine the nurse’s role in community education within a sociopolitical and cultural context.
Select a learning theory, and describe its application to the individual, family, or aggregate.
Examine innovative and effective teaching and learning strategies that exemplify community-centered health education for the individual, family, or aggregate/group.
Compare and contrast Freire’s approach to health education with an individualistic health education model.
Examine the importance of community engagement for affecting health disparities.
Outline a systematic process for developing culturally and literacy relevant health education materials, messages, media, and programs.
Relate and apply factors that enhance the suitability of health education materials, messages, media, and programs for an intended audience.
Prepare a meaningful teaching plan and evaluation criteria for the individual, family, and/or group.
In groups of three to four students, discuss how theoretical frameworks help explain health behavior. Identify the strengths and limitations of models that focus on individual health determinants versus models that encompass sociopolitical, environmental, and structural factors.
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