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NUR113 Professional Nursing Concepts

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NUR113 Professional Nursing Concepts

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Course Code: NUR113
University: Charles Darwin University

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Country: Australia

Question: 

Health literacy is more than the ability to read health information.
In Canada, health literacy is defined as “the ability to access, comprehend, evaluate and communicate information to promote, maintain and improve health in a variety of settings across the life course” (Health Canada, 2018).
Our patients need to be able to read, understand, and analyze health information such as: informatics sheets, prescription bottles, charts, diagrams, in order to make informed decisions about their health.
It is essential for nurses to ensure that materials provided to patients are
appropriate for their learning. Therefore, it is also important for nurses to be able to evaluate if the materials that
The client may be accessing to ensure they are appropriate.
The goal of this assignment is to Critique a Canadian health related education resource with application of concepts discussed in class learning activities
Critique will demonstrate use of theory and evidence that support the process of education.
Critique will demonstrate assessment of the learner who the material is intended for (including readability and considering health literacy).
Critique will assist in preparation for health teaching experience that will occur with a partner during the Health Fair held at the end of the semester.

Answer: 

Introduction:
Acquiring adequate information concerning the principles of health literacy form the cornerstones of maintenance of optimum health, amidst the population group of any respective country. For an individual to be sound in health literacy, he or she must possess efficient ability to analyze, evaluate and understand the information available pertaining to one’s health, for the sustenance of everyday life activities. In the nation of Canada, the acquisition of sufficient health literacy is considered as a prerequisite and a determinant for maintenance of quality health care practices (Kutcher, Bagner & Wei, 2014).
The following paragraphs of the report, aim to shed light on the salient features of a health education resource article based in Canada. The report attempts to discuss key characteristics of ‘Ontario’s Grade 7 Immunization Program’, which includes the population targeted, its associations to notable learning principles and characteristics, its potential strengths and weaknesses, followed by reflections on experiences pertaining to patient diagnosis experiences.
Brief Description
As evident from the title as well the as the content of the resource document, the overall purpose of this resource is to impart sound awareness concerning the immunization program to be conducted at respective schools located in Ontario, Canada. The target audience of the immunization program, as evident from the title of the resource, includes students who are a part of the seventh grade, in various schools. However, the information written in the resource clearly targets the parents of the concerned children, due to their early adulthood and maturity status. Along with prompting the readers to participate in the program, the resource also aims at providing sufficient information considering the need for vaccination, through a brief outline of the harmful features of dangerous diseases such as Meningococcal diseases, Human Papilloma Virus and Hepatitis B. The resource also aims to enlighten the audience concerning the respective dosage of each disease vaccination, along with the method of conductance, as evident in the highlighted information on the top of the page, concerning nurses visits from public health care units. The major prompts which will aid in the perception of information from this resource, is the clearly defined title page along with information of nurse availability, followed by simple summarized data concerning the dosage and characteristics of each disease. The resource also succinctly discusses the key points pertaining to the program conductance, as evident in the instructions defined in the second page of the same (Ontario’s Grade 7 School Immunization Program, 2018).
Learning Characteristics and Principles
The psychosocial developmental stage of Identity Vs Role Confusion, as outlined by Erik Erikson’s psychosocial developmental theory can be applied here, since the target audience includes seventh grade students in the early adulthood years of ages 13 to 14 (Jones et al., 2014). This stage is characterized mainly by the emergence of an identity in the concerned children, along with prevalence of ‘identity crisis’ due to the potential conflicts of peer pressure and the need to establish moratorium or a unique identity of his or her own. Children in this group, not only attempts to actively socialize with their friends, but also develop their unique independent personalities in the community (Kuiper, Kirsh, & Maiolino, 2016). Hence, in order to impart teaching and learning in this resource, teachers and nurses will be required to obtain consent from such an audience, due to their potential independence in taking decisions resulting in possible disinterest in participation. Hence for successful learning and teaching, teachers must allow the children to first participate in independent discussions in order to articulate their views, as well as utilize visual tools such as pictorial information pertaining to the importance of vaccination for better understanding (Cross & Cross, 2017).
In accordance to the target group comprising of seventh grade children in the age group of thirteen, the learning principles which are to be utilized in teaching this health education research is pedagogy. Hence, the concerned teachers must consider the individual abilities and interests of the concerned children along with the various theories required for learning (Guthrie, 2015).
Reflection on patient self-diagnosis
Despite the various advantages pertaining to the acquisition of professional medical advice concerning disease diagnosis and treatment, I have encountered a number of patients during my practice, who attempt to self diagnose. Upon interviewing, I have realized that a number of factors compel the patients the engage in such practices. Some of these include: the prevalence of financial constraints, restraint in professional disease discussion due to embarrassment, denial concerning the prevalence of illness, an increased commitment to priorities other than health and increased access along with exposure, to a variety of medical information online (Biesiekierski et al., 2014). In this situation, since a child may be incapable of vaccinating himself or herself, the concerned parents are involved. For parents who may undertake self diagnosis practices or omit vaccination altogether, I believe the availability of credible research educational resources are to be provided. These may include information pertaining to the possible dangers of self diagnosis, lack of immunization and harmful symptoms of the diseases outlined in this resource. For the purpose of supplementing the selected resource, I believe that provision of a resource of ‘Immunization Information’, by ‘Immunize Canada’, a collaborative, non-governmental organization pertaining to the need for vaccination, will be beneficial in understanding of the selected resource by parents and children (Bucci et al., 2017).
Critical Evaluation
One of the key strengths of this resource is the simple and summarized information outlined, which can be easily understood by the target audience. There is clear and elaborate instruction concerning the number of required dosages for the various diseases mentioned along with the key features pertaining to steps required in the commencement of this school based immunization program. The title and related headings clearly define the target population as seventh grade students along with provision of information for the parents, who may be concerned on their child receiving multiple vaccinations in one day. However, the health resource is also met with several shortcomings. One of the key weaknesses of this resource is the lack of sufficient information concerning the harmful symptoms pertaining to the outlined diseases, along with absence of the information concerning the negative repercussions of not vaccinating the child (Ontario’s Grade 7 School Immunization Program, 2018). Further, this research does not apply the principles of Erikson’s psychosocial development. Hence, there should be provision of interesting information directed for the children as well, since at this stage, there is development of unique social identities followed emergence in undertaking decisions required consent and approval (Kerr & Multon, 2015). There is also a lack of pictorial information which could have attracted the children audience in understanding the need for vaccination (Brandstetter, Sandmann & Florian, 2017). Overall, the information so provided by the resource is readable from the point of view of the parents of the concerned children, with a need to enhance readability for the target audience comprising of children.
Reflection and Improvement
The concerned information with yield beneficial implications on the parents of the concerned children, concerning the necessity to implement timely vaccination and the safety associated with children acquiring multiple immunization dozes within on day. The concerned health education resource will also benefit the parents of the concerned children, regarding the procedures to be conducted for successful implementation of the immunization program, along with the instructions required to follow. However, I would have attempted to undertake several steps for the purpose of modification of this concerned health and educational resource. Firstly, I would have implemented the teaching principles pertaining to the Erikson’s psychosocial development theory, by adding information aimed directly at educating the concerned children, due to their newly acquired social identity and decision making independence (Jones et al., 2014).  Hence, I would have added separate information concerning the need for vaccination and the various harmful implications of the diseases in order to impart awareness amongst children. Usage of pictorial information will be beneficial to inculcate the required values amongst children. I would have further added detailed information concerning the symptoms of each disease, which is missing from the original resource (Ontario’s Grade 7 School Immunization Program, 2018).
Strategies to improve Health Literacy
As opined by the U. S. Department of Health and Human Services, one of the key strategies pertaining to the improvement of health literacy is the adoption of a user-centered design. For the successful implementation of this strategy, health care professionals can involve the target patient group in the development of various heath educational resources, in order to understand the needs of the patient. Another strategy is to utilize a targeted approach in communication, where the concerned health professional can design programs tailor made to the unique needs of the target audience. Usage of pictorial information like photos or graphs is an additional strategy to impart education and improve health literacy, amongst low literate groups (McCormack et al., 2017).
Conclusion:
Hence, it can be concluded that health literacy is an important determinant in assessing the quality of information acquired by the patients, for the understanding and management of key health concepts and associated diseases. However, for the implementation of successful health literacy, the need of the hour is to design and develop, health-based learning resource materials, which would aim to impart education and information to the target audience, successfully. The above critique of the ‘Ontario’s Grade 7 School Immunization Program’ exhibits the significant advantages and disadvantages pertaining  to the learning and teaching principles associated in its dissemination. While the resource provides key information concerning vaccination to parents, there is lack of consideration of the learning needs of the children. Hence, to conclude, the selected resource must also include adequate children-based information concerning vaccination importance for successful health literacy promotion.
References:
Biesiekierski, J. R., Newnham, E. D., Shepherd, S. J., Muir, J. G., & Gibson, P. R. (2014). Characterization of adults with a self-diagnosis of nonceliac gluten sensitivity. Nutrition in Clinical Practice, 29(4), 504-509. Retrieved from: https://doi.org/10.1177/0884533614529163
Brandstetter, M., Sandmann, A., & Florian, C. (2017). Understanding pictorial information in biology: students’ cognitive activities and visual reading strategies. International Journal of Science Education, 39(9), 1218-1237. Retrieved from: https://doi.org/10.1080/09500693.2017.1320454
Bucci, L. M., MacDonald, N. E., Sondagar, C., & Taddio, A. (2017). Taking the sting out of school-based immunizations. Paediatrics & child health, 22(1), 41-42. Retrieved from: https://doi.org/10.1093/pch/pxx004
Cross, T. L., & Cross, J. R. (2017). Maximizing potential: A school-based conception of psychosocial development. High Ability Studies, 28(1), 43-58. Retrieved from: https://doi.org/10.1080/13598139.2017.1292896
Guthrie, D. C. (2015). Guest editorial research on effective pedagogy: teaching toward fruitful learning. Christian Education Journal, 12(1), 93-96. Retrieved from: https://doi.org/10.1177%2F073989131501200107
Jones, R. M., Vaterlaus, J. M., Jackson, M. A., & Morrill, T. B. (2014). Friendship characteristics, psychosocial development, and adolescent identity formation. Personal Relationships, 21(1), 51-67. Retrieved from: https://doi.org/10.1111/pere.12017
Kerr, B. A., & Multon, K. D. (2015). The development of gender identity, gender roles, and gender relations in gifted students. Journal of Counseling & Development, 93(2), 183-191. Retrieved from: https://doi.org/10.1002/j.1556-6676.2015.00194.x
Kuiper, N., Kirsh, G., & Maiolino, N. (2016). Identity and Intimacy Development, Humor Styles, and Psychological Well-Being. Identity, 16(2), 115-125. Retrieved from: https://doi.org/10.1080/15283488.2016.1159964
Kutcher, S., Bagnell, A., & Wei, Y. (2015). Mental health literacy in secondary schools: a Canadian approach. Child and adolescent psychiatric clinics of North America, 24(2), 233-244. Doi: 10.1016/j.chc.2014.11.007
McCormack, L., Thomas, V., Lewis, M. A., & Rudd, R. (2017). Improving low health literacy and patient engagement: a social ecological approach. Patient education and counseling, 100(1), 8-13. Retrieved from: https://doi.org/10.1016/j.pec.2016.07.007
Ontario’s Grade 7 School Immunization Program. (2018). Retrieved from https://rcdhu.com/wp-content/uploads/2016/12/immunization-Ontario-grade-7-program.pdf

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