Topic 2 Discussion Question 2
Topic 2 Discussion Question 2
Diversity among individuals, as well as cultures, provides a challenge for nurses when it comes to delivering meaningful health promotion and illness prevention-based education. How do teaching principles, varied learning styles (for both nurses and patients), and teaching methodologies impact the approach to education? How do health care providers overcome differing points of view regarding health promotion and disease prevention? Provide an example. As quoted by Garger and Guild, (1998) “Without an understanding of the unique meanings existing for the individual, the problems of helping him effectively are almost insurmountable ~ Arthur Combs”. An individual’s learning may be impacted by their culture, family background, and socioeconomic level. The cookie-cutter approach to teaching therefore will not work for every students learning style. We must begin to consider diversity over uniformity as it applies to teaching. Attention should be placed on beliefs, theories, and research as opposed to time or other perceived constraints. Because a patient and/or their family does not learn by our approach of teaching, does not mean they have failed at the objective. Perhaps the teaching style did not incorporate the patients and/or families learning style. There should not be an “everything goes” approach, however, if we promote and respect these differences their success and self-confidence will increase. Health care providers can overcome differing points of view regarding health promotion and disease prevention by valuing and respecting others choices and practices. Staying culturally educated will help to ease any doubts health care providers may have. According to Stanton, n.d.) “Differences in age or occupation, or whether a person is from a rural, suburban or urban background, may affect the expectations of nurses and their patients.” Unless a particular health regimen is harmful to the patient we must allow them to practice
Diversity among individuals, as well as cultures, provides a challenge for nurses when it comes to delivering meaningful health promotion and illness prevention-based education. How do teaching principles, varied learning styles (for both nurses and patients), and teaching methodologies impact the approach to education? How do health care providers overcome differing points of view regarding health promotion and disease prevention? Provide an example. As quoted by Garger and Guild, (1998) “Without an understanding of the unique meanings existing for the individual, the problems of helping him effectively are almost insurmountable ~ Arthur Combs”. An individual’s learning may be impacted by their culture, family background, and socioeconomic level. The cookie-cutter approach to teaching therefore will not work for every students learning style. We must begin to consider diversity over uniformity as it applies to teaching. Attention should be placed on beliefs, theories, and research as opposed to time or other perceived constraints. Because a patient and/or their family does not learn by our approach of teaching, does not mean they have failed at the objective. Perhaps the teaching style did not incorporate the patients and/or families learning style. There should not be an “everything goes” approach, however, if we promote and respect these differences their success and self-confidence will increase. Health care providers can overcome differing points of view regarding health promotion and disease prevention by valuing and respecting others choices and practices. Staying culturally educated will help to ease any doubts health care providers may have. According to Stanton, n.d.) “Differences in age or occupation, or whether a person is from a rural, suburban or urban background, may affect the expectations of nurses and their patients.” Unless a particular health regimen is harmful to the patient we must allow them to practice
References: Garger, S., Guild, P.B. (1998). Marching to Different Drummers, 2nd Edition. Retrieved from http://www.ascd.org/publications/books/198186/chapters/Diversity-and-Learning.aspx Stanton, K. (n.d.). Patient communication and education strategies. Retrieved from http://nursing.advanceweb.com/Continuing-Education/CE-Articles/Patient-Communication-and-Education-Strategies.aspx Pat Burke Guild and Stephen Garger