Nursing Assignment Instructions: Identify A Specialty Nursin

Nursing Assignmentainstructions1identify A Specialty Nursing Organiza

Identify a specialty nursing organization closely related to your current or future area of practice focus. Locate a copy of the ANA Standards of Practice and Performance from that specialty nursing organization. Submit a reflection to your mentor indicating your identified standards, including details about the professional standards and how they address the teaching/learning role in nursing practice. Describe how you will use these standards to guide your instructional development and foster practice change.

The activity begins with critical thinking to identify workplace or community problems where lack of knowledge contributes to issues. You should identify two problems: 1. increased hospital readmission in patients with diabetes, and 2. advance directives and medical power of attorney. For each, describe the gap between expected and current conditions, explain why teaching is a solution, and identify potential obstacles for learners and for you in delivering instruction.

Paper For Above instruction

The importance of specialty nursing organizations in guiding professional practice cannot be overstated, particularly in the context of developing effective educational interventions. The American Association of Diabetes Educators (AADE) serves as a crucial resource for nurses involved in diabetes management. Its Standards of Practice and Performance provide a comprehensive framework that delineates the roles, responsibilities, and expected competencies of diabetes educators. These standards, published in 2015, outline key domains such as teaching, assessment, and intervention, emphasizing evidence-based practices and patient-centered care. Utilizing these standards allows nurses to align their educational strategies with recognized professional benchmarks, ensuring consistency, quality, and ethical adherence in teaching endeavors.

The AADE standards specifically address the teaching and learning role by emphasizing the importance of generating patient engagement, fostering understanding, and promoting self-management skills. They contain guidelines for assessing patient needs, tailoring educational content, and evaluating outcomes—all vital components for effective instruction. By integrating these standards into the development of instructional interventions, nurses can better facilitate behavior change, enhance health literacy, and ultimately improve patient outcomes. Moreover, these standards serve as a clinical compass that promotes continuous professional development and adherence to best practices in patient education.

In my teaching project aimed at improving diabetes self-management, I will use these standards as a foundation. First, I will assess the specific learning needs of my patient population by applying standards related to patient assessment and tailored education. Next, I will design instructional content grounded in evidence-based practices outlined in the standards, ensuring that material is culturally appropriate, understandable, and actionable. The standards will also guide me in establishing measurable objectives and evaluating the effectiveness of the educational intervention. Ultimately, adherence to these standards will enable me to create a structured, ethical, and impactful educational program that promotes sustainable behavioral changes in diabetes care.

The critical thinking process involved in identifying problems also begins with recognizing gaps in current practice where education may serve as a remedy. In my community setting, two significant issues have emerged: first, the high rate of hospital readmissions among diabetic patients, and second, inadequate understanding and utilization of advance directives and medical power of attorney. The gap in the first issue is the lack of patient self-management skills, leading to poor glycemic control and subsequent hospitalizations. For the second, many community members are unaware of the importance of official directives, resulting in suboptimal planning for medical emergencies. Education can address these gaps by empowering patients with critical knowledge and skills, thereby reducing hospital readmissions and ensuring their wishes are respected through proper advance directives.

Potential obstacles for learners include cognitive overload, language barriers, and cultural differences that hinder engagement with the educational content. As a provider and designer of instruction, barriers may include limited resources, time constraints, and lack of patient readiness or motivation. Addressing these obstacles requires culturally sensitive materials, utilizing multiple teaching modalities, and building rapport to enhance receptiveness and compliance. Recognizing and strategizing around these barriers is essential to maximize educational impact and facilitate meaningful health outcomes.

References

• American Diabetes Association. (2022). Standards of Medical Care in Diabetes—2022. Diabetes Care, 45(Supplement 1), S1-S264.
• American Association of Diabetes Educators. (2015). AADE7 Self-Care Behaviors. Diabetes Educator, 41(2), 226-232.
• International Council of Nurses. (2019). Code of Ethics for Nurses. Retrieved from https://www.icn.ch/nurses-ethics
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