BACHELOR OF SCIENCE IN NURSING:

HEALTH EDUCATION
COURSE MODULE COURSE UNIT WEEK

2 3 9

Evaluation and Documentation of Health Education

  Read course and unit objectives
 Read study guide prior to class attendance
 Read required learning resources; refer to unit
terminologies for jargons
 Proactively participate in classroom discussions
 Participate in weekly discussion board (Canvas)
 Answer and submit course unit tasks

At the end of this unit, the students are expected to:

Cognitive:

1. Analyze implementation of the health education given to a client and its effectiveness or
outcome.
2. Explain the inter-professional use of nursing documentation applied in health education.
3. Differentiate the professional principles of documentation.
4. Discuss the Process in Evaluation of Health Education.

Affective:

1. Listen attentively to the discussions and opinions in the class

2. Initiate asking questions that challenge class thinking
3. Express freely the personal opinion with respect to others opinion
4. Accept comments and reactions of classmates openly.

Psychomotor:
1. Participate actively during class discussions
2. Express opinion and thoughts in front of the class
3.Follow Class rule and Apply Netiquettes

Bastable, Susan (2019), Nurse as Educator: Principles of Teaching and Learning for Nursing
Practice, 5th edition, Jones & Bartlett Learning, LLC

Documentation is a clear, accurate, and accessible documentation is an essential element of

safe, quality, evidence-based nursing practice. Nurses practice across settings at position levels
from the bedside to the administrative office. This may include either documentation on nursing
care that is provided by nurses that can be used by other non-nurse members of the health care
team or the administrative records that are created by the nurse and used across organization
settings.
Documentation of nurses’ work is critical as well for effective communication with each other and
with other disciplines. It is how nurses create a record of their services for use by payors, the legal
system, government agencies, accrediting bodies, researchers, and other groups and individuals
directly or indirectly involved with health care. It also provides a basis for demonstrating and
understanding nursing’s contributions both to patient care outcomes and to the viability and
effectiveness of the organizations that provide and support quality patient care.
Documentation of Patient Education
• The provision of patient education at the point of care improves patient satisfaction
and outcomes, improves quality of care, and lowers health care costs
• Meaningful Use (MU) reimbursement, as health care providers are required to fulfill
patient and family engagement standards
• Ensuring that providers can access current patient-specific education material
quickly and easily within the electronic health record (EHR) is increasingly
important.
• Nurses provide consumer health information and patient education, both of which
contribute to improved health care quality, improved patient outcomes, and
lowered health care costs.

PROFESSIONAL PRINCIPLES FOR DOCUMENTATION

Essential Characteristics of Nursing
Documentation
Factual, objective and client centered
Accurate and relevant
Nursing Documentation Should Contain:
Descriptive and objective information
based on first-hand knowledge, the nurse’s
assessment and the client’s needs.
Clear and easy to understand information
containing sufficient details

Complete All the components of the nursing process

Current Information that is up-to-date and is
recorded during or as soon as possible
after the intervention or interaction
occurred
Organized, logical and sequential Information is in a chronological manner so
that nursing decisions,

Compliant with standards of practice and Information reflects the delivery of safe,
other legal requirements competent, ethical, and compassionate
nursing care and is consistent with
 standards of practice

Confidentiality
• Health care professionals should view the security of client documentation as serious issue.
Failure to comply with legislation, falsifying information or providing information without the
client or agency’s consent may constitute professional misconduct.

• Sharing confidential information is only acceptable in an effort to support the provision of

quality care with health care team members who are a part of the client’s circle of care.

• Documentation, in any format, should be maintained in areas where the information cannot be
easily accessed by casual observers or those not directly involved in the care of the client.

THE PURPOSE OF NURSING DOCUMENTATION

Purpose of Documentation Rationale

Communication among the health care Quality documentation supports the
team exchange of pertinent client information
among the interprofessional care team
Continuity of Care All members of the health care team
require accurate information about clients
to ensure the development of organized
comprehensive care plans.
Professional Accountability Documentation is one-way nursing
knowledge, judgement, and skills are
demonstrated. Nurses are expected to
follow their professional standards and
Code of Ethics
Lega The client’s record is a legal document
l and can be used as evidence in a court
of law or professional conduct
proceedings

Evaluation is the process that can justify that what we do as nurses and as nurse educators
makes a value-added difference in the care we provide. Evaluation is defined as a systematic
process by which the worth or value of something, teaching and learning—is judged.

Evaluation Models
Process (Formative) Evaluation is integral to the education process itself. It “forms” an
educational activity because evaluation is an ongoing component of assessment, planning,
and implementation. The purpose of process or formative evaluation is to make adjustments in
an educational activity as soon as they are needed, whether those adjustments be in
personnel, materials, facilities, objectives, or even one’s own attitude.

Content evaluation is to determine whether learners have acquired the knowledge or skills
taught during the learning experience. Abruzzese (1978) describes content evaluation as
taking place immediately after the learning experience to answer the guiding question,
 “To what degree did the learners learn what was imparted?”
 “To what degree did learners achieve specified?”
 Asking a patient to give a return demonstration or asking participants to complete
a cognitive test at the completion of a one-day seminar are common examples of
content evaluation.
Outcome evaluation is also referred to as summative evaluation because its intent is to
“sum” what happened as a result of education. Guiding questions in outcome evaluation
include the following:
 Was teaching appropriate?
 Did the individual(s) learn?
 Were behavioral objectives met?
 Did the patient who learned a skill before
 discharge use that skill correctly once home?
The purpose of Impact Evaluation is the purpose of impact evaluation is to obtain
information that will help decide whether continuing an educational activity is worth its cost.
 “What is the effect of the education program on subsequent nursing staff turnover?”
 “What is the effect of the cardiac discharge teaching program on long-term frequency of
rehospitalization among patients who have completed the program?”
The purpose of Total Evaluation Program is to determine the extent to which all activities for
an entire department or program over a specified period of time meet or exceed goals
originally established.
 “To what extent did programs undertake by members of the nursing staff development
department during the year accomplish annual goals established by the department?”
 “How well did patient education activities implemented throughout the year meet annual
goals established for the institution’s patient education program?”

Evaluation of Program Implementation

This provides feedback information for program management and provides measures of
accountability for resources appropriated. Program implementation is usually analyzed is usually
analyzed on one or combination of four different approaches. These approaches to analyzing
program implementation can provide useful information for those concerned about the attainment
of goal for which program is implemented
 Assessment programmatic efforts
 Examination of programmatic operations
  Investigation of the extent to which specific activities compromising the program
actually are implemented
 Evaluation of the extent to which such activities contribute to the impact of
evaluation
Evaluation Outcomes
 Evaluation of Learning
Evaluation is the last step of the teaching process. It is a continuous and crucial step in the
teaching process. Evaluation includes determining if the teaching session was successful
and the patient learned the intended information. Evaluation also provides the needed evidence
that the patient received and understood the educational material.
 Evaluation of Teaching
A major purpose of evaluation is to assess the effectiveness of the teaching activities and
decide which modifications, if any, are necessary. When learning objectives are not met,
reassessment is the basis for planning modification of teaching-learning activities. Several
activities can evaluate teaching effectiveness, including the following:
• Feedback from the learner
• Feedback from colleagues
• Situational feedback
• Self-evaluation

https://journals.sagepub.com/doi/abs/
Hagos Tasew, Teklewoini Mariye & Girmay Teklay : Nursing documentation practice and
associated factors among nurses in public hospitals, Tigray, Ethiopia
(https://bmcresnotes.biomedcentral.com/articles/10.1186/s13104-019-4661-x)
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4816478/

www.ifeet.org › files › TBL-2-May-8,-2018-Evaluation

Confidentiality – the state of keeping or being kept secret or private

Documentation – recording of pertinent health education and other interventions as well as the
patient data in a clinical record

Patient Education involves helping patients become better informed about their condition,
medical procedures, and choices they have regarding treatment.

Submit online in Word document format (not less than 300 words).
1. Read the article by Hagos TasewTeklewoini Mariye & Girmay Teklay: Nursing
documentation practice and associated factors among nurses in public hospitals, Tigray,
Ethiopia. Make a reaction paper about the nursing documentation in Ethiopia among nurses
when giving health education in public hospitals. ,

2. How would you maintain confidentiality with your patient’s records? Give specific example.

Bastable, Susan (2019), Nurse as Educator: Principles of Teaching and Learning for Nursing
Practice, 5th edition, Jones & Bartlett Learning, LLC