Teaching a group of adults can be an interesting and at the same time a challenging experience. Having experienced learning as an adult, there are several likeable things that I have noted which can apply to teaching patients. Analyzing the learner can enable the educator to have an insight of the level of the learners’ understanding capabilities thereby improving learning outcomes. Assessing whether the information given has been understood ensures the learning experience was successful. Additionally, involving the learner in the education process (promotion of learner participation) is an effective way of teaching. However, there are also dislikeable things that I have noted and they include things such as educators acting as just information/content givers which make it seem like they are just controllers of the learning process and not learning facilitators. Use of a non-conducive environment for teaching affects the learning process. Moreover, if consistent information is not offered by the educator, the learner may end up feeling confused.
As stated by Bastable (2014), there are some barriers for nurses that limit patient education. The most important barrier that most nurses have cited is lack of time. This is especially because work schedule for nurses is usually very tight hence making it difficult for them to find time to educate patients. Other significant barriers include lack of preparedness to teach, inability of hospital administrators to prioritize patient education and lack of reimbursement that can support patient education from a third party (De, Oermann & Phillips, 2018).
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Additionally, there are factors that affect the patient’s ability to learn. Some patients suffering from acute and chronic illnesses find it difficult to concentrate. Low literacy levels also in some cases affect the learning process. Rapid patient’s discharge, hence lack of time to learn can affect the patient’s willingness to learn. Other psychological obstacles include denial to learning needs, lack of willingness to take responsibility and resentment of authority (Bastable, 2014).
References
Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice . Burlington, MA: Jones & Bartlett Learning.
De, G. J., Oermann, M. H., & Phillips, B. C. (2018). Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development . New York, NY: Springer Publishing Company.
