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BOOKS  >  MEDICAL   >  JONES AND BARTLETT  >  9780763746438

 
Nurse As Educator : Principles Teaching Learning for Nursing Practice Susan Bacorn Bastable Paperback NON-FICTION ENGLISH 9780763746438 JONES BARTLETT MEDICAL BOOKS
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Nurse As Educator : Principles of Teaching and Learning for Nursing Practice - Susan Bacorn Bastable - Paperback - NON-FICTION - ENGLISH - 9780763746438

Publisher: JONES AND BARTLETT
ISBN-13: 9780763746438
ISBN-10: 0763746436
Pkg Size: 1.25 X 7 X 9
$84.12
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Academic Level : Professional
Author : Susan Bacorn Bastable
Binding : Paperback
BISAC Subject : Medical / Nursing / General
Book Type : NON-FICTION
Dewey : 613
Edition : 3, Subsequent
Language : ENGLISH
LCCN : 2007042254
Library Subject : Education, Nursing, Health education, Learning, methods, Nurses' Instruction, Patient Education as Topic, Teaching
Pages : 667, xx, 667 p. :
Place of Publication : United States
Publication Date : 12/12/2007
Subject Development : Education - Higher
Textual Format : Textbooks, Lower level

Table of Contents
Foreword xi
Preface xiii
Acknowledgments xv
Contributors xvii
About The Author xix
Part One: Perspectives on Teaching and Learning
1(90)
Overview of Education in Health Care
3(22)
Susan B. Bastable
Historical Foundations for the Teaching Role of Nurses
4(3)
Social, Economic, and Political Trends Affecting Health Care
7(3)
Purposes, Goals, and Benefits of Client and Staff Education
10(1)
The Education Process Defined
11(2)
Role of the Nurse as Educator
13(2)
Barriers to Teaching and Obstacles to Learning
15(3)
Questions to be Asked About Teaching and Learning
18(1)
State of the Evidence
18(2)
Summary
20(5)
Ethical, Legal, and Economic Foundations of the Educational Process
25(26)
M. Janice Nelson
A Differentiated View of Ethics, Morality, and the Law
27(1)
Evolution of Ethical and Legal Principles in Health Care
28(2)
Application of Ethical and Legal Principles to Patient Education
30(6)
Legality of Patient Education and Information
36(1)
Documentation
37(1)
Economic Factors of Patient Education: Justice and Duty Revisited
38(2)
Financial Terminology
40(2)
Cost Savings, Cost Benefit, and Cost Recovery
42(1)
Program Planning and Implementation
43(1)
Cost-Benefit Analysis and Cost-Effectiveness Analysis
44(1)
State of the Evidence
45(1)
Summary
46(5)
Applying Learning Theories to Healthcare Practice
51(40)
Margaret M. Braungart
Richard G. Braungart
Learning Theories
54(22)
Neuropsychology and Learning
76(2)
Comparison of Learning Theories
78(3)
Common Principles of Learning
81(2)
State of the Evidence
83(1)
Summary
84(7)
Part Two: Characteristics of the Learner
91(290)
Determinants of Learning
93(54)
Sharon Kitcbie
The Educator's Role in Learning
95(1)
Assessment of the Learner
95(2)
Assessing Learning Needs
97(5)
Methods to Assess Learning Needs
102(3)
Readiness to Learn
105(9)
Learning Styles
114(2)
Learning Style Models and Instruments
116(21)
Interpretation of the Use of Learning Style Models and Instruments
137(2)
State of the Evidence
139(1)
Summary
140(7)
Developmental Stages of the Learner
147(52)
Susan B. Bastable
Michelle A. Dart
Developmental Characteristics
149(1)
The Developmental Stages of Childhood
150(22)
The Developmental Stages of Adulthood
172(19)
The Role of the Family in Patient Education
191(2)
State of the Evidence
193(2)
Summary
195(4)
Compliance, Motivation, and Health Behaviors of the Learner
199(30)
Eleanor Richards
Kirsty Digger
Compliance
200(3)
Motivation
203(7)
Selected Models and Theories
210(9)
Models for Health Education
219(3)
The Role of Nurse as Educator in Health Promotion
222(2)
State of the Evidence
224(1)
Summary
224(5)
Literacy in the Adult Client Population
229(56)
Susan B. Bastable
Definition of Terms
232(4)
Scope and Incidence of the Problem
236(4)
Trends Associated with Literacy Problems
240(1)
Those at Risk
241(3)
Myths, Stereotypes, and Assumptions
244(1)
Assessment: Clues to Look For
245(2)
Impact of Illiteracy on Motivation and Compliance
247(2)
Ethical, Financial, and Legal Concerns
249(2)
Readability of Printed Education Materials
251(2)
Measurement Tools to Test Literacy Levels
253(2)
Formulas to Measure Readability of PEMs
255(3)
Tests to Measure Comprehension of PEMs
258(2)
Tests to Measure Reading Skills of Clients
260(3)
Simplifying the Readability of PEMs
263(10)
Teaching Strategies for Clients with Low Literacy
273(3)
State of the Evidence
276(2)
Summary
278(7)
Gender, Socioeconomic, and Cultural Attributes of the Learner
285(54)
Susan B. Bastable
Gender Characteristics
287(7)
Socioeconomic Characteristics
294(5)
Cultural Characteristics
299(9)
The Four Major Ethnic Groups
308(18)
Preparing Nurses for Diversity Care
326(2)
Stereotyping: Identifying the Meaning, the Risks, and the Solutions
328(3)
State of the Evidence
331(1)
Summary
332(7)
Special Populations
339(42)
Kay Viggiani
Definition of Terms
341(1)
The Nurse Educator's Roles and Responsibilities
342(1)
Types of Disabilities
343(1)
Sensory Deficits
343(8)
Learning Disabilities
351(7)
Developmental Disabilities
358(2)
Mental Illness
360(1)
Physical Disabilities
361(3)
Communication Disorders
364(7)
Chronic Illness
371(1)
The Family's Role in Chronic Illness or Disability
372(2)
Assistive Technologies
374(1)
State of the Evidence
375(1)
Summary
376(5)
Part Three: Techniques and Strategies for Teaching and Learning
381(212)
Behavioral Objectives
383(46)
Susan B. Bastable
Julie A. Doody
Types of Objectives
385(1)
Characteristics of Goals and Objectives
385(2)
The Debate About Using Behavioral Objectives
387(2)
Writing Behavioral Objectives
389(3)
Common Mistakes When Writing Objectives
392(1)
Taxonomy of Objectives According to Learning Domains
393(14)
Development of Teaching Plans
407(5)
Use of Learning Contracts
412(5)
The Concept of Learning Curve
417(5)
State of the Evidence
422(1)
Summary
422(7)
Instructional Methods and Settings
429(44)
Kathleen Fitzgerald
Instructional Methods
431(24)
Selection of Instructional Methods
455(2)
Evaluation of Instructional Methods
457(1)
Increasing Effectiveness of Teaching
458(6)
Instructional Settings
464(3)
State of the Evidence
467(1)
Summary
468(5)
Instructional Materials
473(42)
Diane S. Hainsworth
General Principles
475(1)
Choosing Instructional Materials
476(1)
The Three Major Components of Instructional Materials
476(2)
Types of Instructional Materials
478(28)
Evaluation Criteria for Selecting Materials
506(1)
State of the Evidence
507(3)
Summary
510(5)
Technology in Education
515(42)
Deborah L. Sopczyk
Health Education in the Information Age
517(4)
The Impact of Technology on the Teacher and the Learner
521(1)
Strategies for Using Technology in Healthcare Education
522(10)
The Internet
532(12)
Issues Related to the Use of Technology
544(7)
State of the Evidence
551(1)
Summary
552(5)
Evaluation in Healthcare Education
557(36)
Priscilla Sanford Worral
Evaluation, Evidence-Based Practice, and Practice-Based Evidence
559(1)
Evaluation Versus Assessment
559(1)
Determining the Focus of Evaluation
560(2)
Evaluation Models
562(9)
Designing the Evaluation
571(13)
Conducting the Evaluation
584(1)
Analyzing and Interpreting Data Collected
585(1)
Reporting Evaluation Results
586(1)
State of the Evidence
587(1)
Summary
588(5)
Appendix A Tests To Measure Readability And Comprehension And Tools To Assess Instructional Materials
593(14)
How to Use the Spache Grade-Score Formula
593(1)
How to Use the Flesch-Kincaid Scale
594(1)
How to Use the Fog Formula
595(1)
How to Use the Fry Readability Graph
595(1)
How to Use the SMOG Formula
596(4)
How to Use the Cloze Test
600(3)
Guidelines for Writing and Evaluating Printed Education Materials (PEMs)
603(4)
Appendix B Resources And Organizations For Special Populations
607(6)
Appendix C Teaching Plans
613(6)
Postcircumcision Care
613(1)
Safe Sleep Positioning of Infants
614(2)
Use of Incentive Spirometer
616(3)
Glossary 619(20)
Index 639

 

 
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