From the onset, the writer of this article recognizes and appreciates the prominent role that patient teaching plays in graduate nursing practice. According to the writer, patient teaching works positively to help the patient recover faster from the illness. It makes the task of delivering complex medical instructions to ailing patients much easier and manageable. However, the author notes that nursing education typically revolves around certain domains of knowledge such as biology and health-care. Humanities are mainly neglected when it comes to nursing.
I agree with what the author is calling for and support it vehemently. We need a paradigm change and shift in how we view patient treatment. By treating them with a personal approach, the patients are able to react better to treatment. Not only does improved patient-teaching improve patient healing and recovery but it is also quite cost-effective because patients are now able to self-manage their own health-care needs. Despite the author citing the lack of sufficient research on the subject of patient education, he still accepts that the culture of patient teaching has also improved greatly. The evidence for this, he says, is in the new nursing models that are currently being taught. These new models, he says are effective because they have taken into consideration the cognitive learning theories that allow for better patient education.
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Clearly, what is needed is for a change in the culture of nursing education that is geared towards patients. Although traditional nursing education has long laid an emphasis on science and biology, it is clear that there is one area of knowledge that has long escaped attention and scrutiny. It is therefore time for a change we view nursing education.
