Max Points: 15.0

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 the nurse and her patients), and teaching methodologies impact the quality of such education? How does understanding a patient's view of health promotion and disease prevention guide you in teaching them? Provide an example. Nurses working in a hospital setting are confronted daily with the diversity of their patients. Being mindful of the culture, level of education and learning style ...

100 15.0 1948 2 2003 7 absenc adequ admiss alli allow also alverson among anxieti appear approach april arena assess assist avail base basi basic bedsid begin behavior benefici best blood bring burden care case center challeng chang check client come communiti concern confront consid constitut constraint core cultur daili defin definit deliv diabet diagnosi dialogu dietician diseas divers done earli educ effect enter evalu even exampl famili field forc formul great guid health help hospit hour ill impact import includ individu insulin involv issu journal kessler know learn level life manag mani max may meaning mental mere method methodolog mind model multidisciplinari necessari need new notifi nurs nutrit offici one open organ outsid p p.100 patient physic plan play point preambl prefer present prevent prevention-bas previous principl problem promot provid qualiti question record resourc result role set show sign situat social spite start style sugar symptom teach teachabl team time type underserv understand uninsur uniqu use vari variabl view well well-b work world would