Chapter 11: Patient-Centered Care And Professional Nursing

Chapter 11 Patient Centered Care And Professional Nursing Practiceque

Chapter 11: Patient-Centered Care and Professional Nursing Practice Question 1. Characteristics of patient-centered care are respect for patients’ values, preferences, and expressed needs (Masters, 2017). A nurse must respect the patients caring for. Everyone has distinct values, preferences and needs, therefore, nurse should be non-judgmental while caring for a patient. Each PCC characteristic has its importance. For instance, what’s important to the patient should be respected and accepted by the nurse caring for the patient. The nurse should acknowledge that what may be of valuable means to someone may not be to someone else. Also, preferences have an important role in nursing. Hence, a nurse may encounter a patient preferring to be treated by a nurse of the same gender due to religion. Lastly, a patient may have specific needs that must be addressed in order to achieve proper care. For instance, a patient with low income and is newly diagnosed with diabetes. Patient is unable to purchase the expensive medication needed for his new condition; therefore, unable to achieve proper treatment. As nurses we must understand patients’ needs and be their advocates.

Question 2. First, I would consider age, gender, culture and race to proceed with an appropriate educational method for this patients’ discharge. Although, the patient is being discharged with home health care, I would not disregard that he is the patient and must be informed of discharge. So, I would go over some suggestions of times that he may take his medications and work around his daily activities schedule. In addition, involving the patient in the treatment plan may motivate the elderly to feeling more efficient and useful. Furthermore, I would address any medication interactions involved with him. However, I would also hand him documents reinstating the discharge instructions and times discussed considering age related barriers and that the load of information given may be overwhelming. Of course, reassuring him I may answer any questions concerning his new medications and diagnosis. At this point, it is crucial to know if the patient is a visual learner or audio? The nurse may hand out pamphlets or brochures. Lastly, involving family or home health care nurse in his treatment plan and discharge is an important factor in PCC. Also, I would consult with the patient the importance of taking his medications and sustaining a regimen. Considering, the patient being an elderly male African American he may be resistant at first to proceed with his medical plan and may look for remedy alternatives.

Question 3. The goal of the nurse in the process of patient education is to assist the patient in obtaining the knowledge, skills, or attitude that will help the patient develop in obtaining the knowledge, skills, or attitude that will help the patient develop behaviors to meet needs and maximize the potential for positive health outcomes (Falvo, 2004,2011). It’s a nurse’s job to assure that the information being delivered is delivered correctly. In other words, the patients learning abilities, language barriers, or cultural sensitivity that may impede from treatment collaboration. Thus, assess the patients comfort level in discussing treatment plan. Also, evaluate the patient’s ability to collaborate and if any barriers. Keeping in mind, Age-related changes in cognitive function occur slowly and are thought to begin at approximately sixty-years of age in healthy adults (Miller, 2004). Depending, I would proceed to ask the patient to reinstate what he understood of the information taught to determine if the information was retained by patient. Lastly, the patient needs to be willing to participate in his plan of care to be able to obtain a good health outcome. Therefore, as a nurse my priority would be in assessing any barriers that may impede a behavioral change. Once the patient is collaborating with the nurse should ask open ended questions to promote better communication between nurse and patient.

Paper For Above instruction

Patient-centered care (PCC) is an essential component of modern nursing practice, emphasizing the importance of respecting patients’ values, preferences, and needs (Masters, 2017). This approach fosters a collaborative relationship between nurses and patients, ensuring care is tailored to individual circumstances and promotes positive health outcomes. Respecting patient diversity involves recognizing that each patient’s cultural, spiritual, and personal preferences influence their healthcare experience. For example, some patients may prefer treatment from healthcare providers of the same gender due to religious beliefs, while others may have specific dietary or religious restrictions that need consideration. Recognizing and honoring these differences require nurses to adopt a non-judgmental attitude, promoting trust and therapeutic communication.

Understanding patient needs also involves advocating for patients who face socioeconomic challenges. For instance, a newly diagnosed diabetic patient with limited income may struggle to afford prescribed medications, risking non-adherence and poor disease control. Nurses, as advocates, can explore options such as generic medications, patient assistance programs, or community resources to support the patient’s ability to manage their condition effectively. Addressing social determinants of health is critical in delivering comprehensive, patient-centered nursing care, as it directly influences treatment adherence and health outcomes.

Effective patient education is fundamental to PCC and requires careful consideration of individual factors such as age, gender, cultural background, and literacy levels. When planning discharge instructions for an elderly patient, nurses should tailor their approach by considering age-related cognitive changes (Miller, 2004). For example, using simple language, visual aids, or brochures can enhance comprehension for patients with sensory deficits or cognitive decline. It is also important to evaluate the patient’s learning style—whether they are visual, auditory, or kinesthetic learners—and adapt educational strategies accordingly.

Moreover, involving family members or home health care providers in discharge planning can reinforce education, improve adherence, and ensure continuity of care. For elderly African American males, cultural sensitivities and possible health beliefs may influence their receptiveness to medical recommendations. Some may seek alternative remedies or exhibit resistance to prescribed regimens initially. Building rapport, providing culturally competent care, and addressing concerns empathetically can mitigate resistance and foster cooperation.

The primary goal of patient education is to empower individuals with the knowledge and skills necessary to manage their health effectively. Nurses must evaluate the patient’s readiness and willingness to participate in the care plan, assessing possible barriers such as language difficulties, health literacy, or cognitive limitations. Asking open-ended questions and encouraging feedback can promote active engagement and clarify misunderstandings (Falvo, 2004; 2011).

It is essential to reassess the patient’s understanding after education sessions to ensure retention and comprehension. This iterative process helps identify gaps and allows nurses to adjust teaching methods to meet individual needs. Ultimately, fostering patient participation and respecting their preferences are cornerstones of PCC, leading to improved health outcomes and enhanced patient satisfaction.

References

• Falvo, D. (2004). Effective patient education: A guide to increased adherence. Jones & Bartlett Learning.
• Masters, K. (2017). Role development in professional nursing practice. Burlington, MA.
• Miller, C. (2004). Nursing for wellness in older adults: Theory and practice. Lippincott.
• American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. ANA Publishing.
• Institute of Medicine. (2011). The future of nursing: Leading change, advancing health. The National Academies Press.
• Agency for Healthcare Research and Quality. (2017). Improving patient safety through provider communication and teamwork. AHRQ Publications.
• World Health Organization. (2016). Framework on integrated people-centered health services.
• Green, M. L. (2018). Cultural competence in nursing practice. Nursing Standards, 33(2), 37-45.
• Orem, D. (2001). Nursing: Concepts of practice. Mosby Year Book.
• Taylor, S. G., & Kroto, C. (2019). Social determinants of health and health disparities. Nursing Clinics of North America, 54(3), 371-382.