Health practitioners engage in educative campaigns from time to time as a way of promoting health among the people. The goal and objective of the patient education are to influence and effect behavior change that will lead to better health. Practitioners offer different lessons to the community and the patients. The purpose for carrying the lessons explained below is to educate the various health stakeholders on matters concerning their health, in this case intellectual; challenges. The rationale of the studies is to ensure that the various health stakeholders understand all the issues regarding their health, how to improve it, to maintain it, and to avoid any act or issue that may lead to worsening of the individual’s health. Stakeholders involved in the lessons are the nurses and the patients. These lessons selected help the society to live with people with intellectual disability, support them, and help them live a healthy life just like a normal human being (Literature from Foreman, 2009).
The teaching in lesson one, done on the theoretical basis, regards patients knowledge to help them understand their condition and give them courage to face the society. The materials used included scholarly books that contained information the education of intellectual disability patients. The nurse applies the techniques pertaining to the theoretical explanation of individuals’ behavior alteration as the main guidelines for teaching the patients. The nurses apply the various tools provided by the theoretical basis for teaching patients. The theoretical basis for teaching makes use of the self-efficacy model, which stresses an individuals’ belief in his or her ability. It relies on the idea that the nurses can encourage the patients to have self-acceptance and boost their self-esteem. The focus of the teaching approach is the inclusion of the affected patient, which depends on theoretical teaching method (Gates, 2009).
Lesson two that dealt with family education aimed at advising families on intellectual disorder patients to help them understand their condition. Hence, the accept them as they are and provide all support needed. The health officials include the family members in the teaching process to help them understand the condition of their family member and gain skill of supporting the affected. The method used by the educator's concentrates on the philosophical basis of teaching people. The family members, who are members of the society, receive more knowledge of intellectual disorder away from the belief and social explanation of the situation in this constructivism approach. Taking this approach to teaching does not mean that the disorder is not real; it quickly reaches the family members and improves their understanding. Diffusion theory helps to reach family members, and this approach is on the theoretical way of teaching.
Lesson three that involves educating the health staff on how to effectively handle patients suffering from intellectual disorder, various approaches are used. The staff educator equips them with theories necessary to connect with the patient and influence behavior change. This method of applying theory utilizes theoretical methods.
According to the aforementioned facts, healthcare services provision have changed with time, from the hospital care there is now the home care that allows the patients to be catered at home. With the changes, patient teaching has become paramount where the patient and the health professionals have collaborated to enable self-management of the patient. Health professional have turned out to be a health educator to the various health stakeholders and as such, they employ a variety of approaches as discussed above to ensure quality learning.
References
Gates, B., & Barr, O. (2009). Oxford Handbook of Learning & Intellectual Disability Nursing. Oxford: Oxford University Press.
Literature from Foreman, P. (2009). Education of Students with an Intellectual Disability: Research and Practice. Charlotte, NC: Information Age Pub.
