Delivering treatment is the primary role that nurses role. However, the duties of nurse practitioners are not limited to providing patients with medical services. Nurses are also expected to participate in patient education. As they perform this role, nurses facilitate the efforts of the medical community to create awareness among patients. For example, nurses can be involved in sensitizing patients to adopt such practices as handwashing to prevent the spread of an infection. The health belief model is among the theoretical frameworks that shape the involvement of family nurse practitioners in health education.
Before examining the role that family nurse practitioners can play in patient education, it is essential to explore the health belief model. This model explains the motivations that drive patient behavior. According to the model, patients are likely to take action when they feel that they can avoid negative health outcomes (Rankin, Stallings, & London, 2005). The health belief model also posits that individuals become optimistic when they are persuaded that they can address a particular issue by taking certain recommended actions. Another provision of the model is that individuals should have the confidence that they can take the action that promises to fix the negative health issue they face. Overall, this model underscores the need for initiative and challenging patients to understand that various negative issues can be addressed using established strategies.
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One of the factors responsible for poor health outcomes among patients is failure to adhere to medication guidelines. Many patients refuse to take medications as directed by their practitioners. Consequently, they develop complications and make healthcare delivery pointless. The family nurse practitioner has a role to promote adherence (Kav et al., 2008). Through patient education, this practitioner can encourage patients to adhere strictly to the medications and the guidelines that their physicians issue. Urging patients to follow instructions is in line with the health belief model. As pointed out earlier, this model holds that when patients understand that the adoption of various strategies will address the issues they face, they are likely to cooperate with practitioners. Therefore, as they encourage patients to take medication, nurses will be enabling the patients to understand the need for compliance.
The role of family nurse practitioners is not limited to promoting adherence. These practitioners are also expected to offer education on the treatment that patients receive (Kav et al., 2008). For example, the nurse practitioner needs to inform patients about how medication that they receive functions and the side effects that they may expect. Furthermore, as part of fulfilling their mandate of educating patients, nurse practitioners need to give patients instructions on how to take medication. This role is consistent with the health belief model. Providing patients with the information they need enables them to adopt behaviors which enhance their wellbeing.
It is true that nurses are primarily involved in the administration of treatment. However, one should note that nurses also have a critical role to play in prevention (Bergh et al., 2015). To perform this role, nurses need to rely on patient education. They should use such tools as literature to educate patients on self-care techniques that help to prevent ailments. For example, a family nurse practitioner could encourage teenagers to shun reckless sexual behaviors so as to avoid contracting infections. As is the case with the other roles discussed above, the responsibility of promoting behaviors which prevent infections is consistent with the health belief model. This model acknowledges that patients will adopt practices which promise to shield them against adverse health impacts. Therefore, by teaching patients about the value of self-care and preventive measures, family nurse practitioners are able to safeguard the wellbeing of their patients.
Most nurse practitioners focus their teaching efforts on individual patients. This approach is effective as it enables the nurses to provide individualized attention. Furthermore, the nurses are able to adapt their methods to suit the needs of the patients. While individualized attention is vital, it cannot be applied to communities of patients. Nurse practitioners need to target entire communities as part of their teaching program. The main mandate of the practitioners is to mobilize communities to take part in teaching initiatives (Kemppainen, Tossavainen, & Turunen, 2013). For example, working with community-based organizations, nurses should urge communities to participate in programs aimed at delivering insights on a wide range of health issues. Community-wide teaching programs allow nurses to reach more people. Moreover, through these programs, the nurses create conditions which promote individual and community health. For example, a nurse could challenge a community to eliminate such health hazards as toxic waste so as to promote health. As they deliver teaching to communities and partner with other organizations to mobilize resources and communities, nurses will be adopting the principles of the health belief model.
In conclusion, nurses are among the key pillars of the healthcare system. The services that they deliver every day allow the system to execute its mandate. While the dedication that nurses demonstrate is commendable, there is need for these practitioners to focus their efforts on patient education. Family nurse practitioners should particularly encourage patients to adopt healthy behaviors and practices. These practitioners should also urge their patients to shun reckless and dangerous practices. When they participate in patient education, the family nurse practitioners will be fulfilling their obligation of promoting patient wellbeing. As they develop health education programs, the practitioners should adopt the health belief model. This model challenges patients to recognize that there is a direct link between their behaviors and their health outcomes.
References
Bergh, A., Friberg, F., Persson, E., & Dahlborg-Lyckhage, E. (2015). Registered nurses’ Patient education in everyday primary care practice. Managers’ discourses. Global Qualitative Nursing Research. DOI: https://doi.org/10.1177/2333393615599168
Kav, S., Johnson, J., Rittenberg, C. et al. (2008). Role of the nurse in patient education and follow-up of people receiving oral chemotherapy treatment: an International survey. Support Care Cancer, 16, 1075-1083.
Kemppainen, V., Tossavainen, K., & Turunen, H. (2013). Nurses’ role in health promotion Practice: an integrative review. Health Promotion International, 28 (4), 490-501.
Rankin, S. H., Stallings, K. D., & London, F. (2005). Patient education in health and illness. Philadelphia, PA: Lippincott Williams & Wilkins.
