Education Paper Discussion
Patient education brochures and pamphlets should be written at a comprehensible level for patients with low health illiteracy. However, many education materials frequently convey multifaceted information at an advanced level of reading. Low readability and high complexity make the brochures difficult for readers to comprehend, particularly those with a low health literacy level.
The suitability assessment of materials (SAM) and readability assessment of materials (RAM) tools measure instructional materials’ readability and suitability. SAM was originally designed to quickly and methodically evaluate learners. SAM assesses health literacy and health-connected material and is a practical tool in identifying the usefulness of instructional tools for diverse patients in a healthcare setting.
The readability assessment of materials (RAM) assesses an instructional material’s readability, evaluating the typographical mistakes, misspellings, and specialized content. Instructional materials are often utilized in healthcare settings to educate and inform patients, and their readability and suitability are essential to promote patient life quality and health literacy.
Analysis of the Instructional Material
Readability denotes the effortlessness of understanding an instructional, printed material in enhancing life quality. The readability assessment of materials (RAM) will measure the instructional material’s readability. RAM evaluates the difficulty of reading an instructional material in three components: misspelling (0-6 scores), specialized content (0-6 scores), and typographical mistakes (0-6 scores) (Morowatisharifabad, Yoshany, Sharma, Bahri, & Jambarsang, 2020). In this case, the educational material’s specialized content would score a 6, misspelling 5, and typographical mistakes 5. Overall, the readability of the material would score above average, 16.
The pamphlet is free from grammatical errors, erroneous information, and spelling errors. It is also visually appealing and well-written, thus engaging patients and readers more. The material is aligned to standards, with an appropriate depth of activities and knowledge.
The brochure’s first page clearly states how saphnelo is administered by a physician following a constant dosing schedule administered once every four weeks. Readers and patients can easily use the brochure and follow the complete set of instructions.
The pamphlet’s first page also provides safety information and is free of grammatical errors. The page also guides readers to trace further instructions and information on the subsequent pages. The instructional material presents concrete issues, is age-appropriate, written in a genre familiar to the readers, and is longer, with context clues. The educational pamphlets’ readability is superlative, with the information presented in a manner that suits the reader’s language, background, and the instructor’s goals and objectives.
The Suitability Assessments of Materials (SAM) tool provides an orderly technique to accurately and empirically evaluate health information materials’ suitability for particular readers. The tool is utilized with illustrations, print material, and audiotaped and videotaped commands (Bastable, 2019).
The instrument produces an arithmetical score, with materials verified scoring an adequate (40-69%), superior (70-100%), or not suitable (0-39%) score (Bastable, 2019). SAM is an authorized tool that assesses patient education materials for numerous ailments, including chronic kidney disease and congestive heart failure (Morowatisharifabad et al., 2020). SAM directs scoring materials on elements that affect comprehension and readability.
The suitability of the saphnelo pamphlet will be assessed using 6 evaluation measures: literacy demand, content, graphics, typography and layout, cultural appropriateness, and learning stimulation and motivation. The saphnelo brochure meets the six SAM’s evaluation measures and standards for evaluating printed health-connected educational material.
The pictures and examples provided epitomize culture in positive ways, meeting the cultural appropriateness’ criteria. The layout and topography are ideal, with a type size of 12 and a readable format. The graphics are non-complex and adult-appropriate, and the literacy demand is superlative with common and unambiguous words.
The content fits the material’s purpose with in-depth and appropriate information about saphnelo. The complex subjects and instructions are segmented into small parts to allow patients and readers to comprehend the content better.
SAM measures health literacy and health-connected material and is a practical tool in identifying the practicality of instructional tools for diverse patients in a healthcare setting. Based on SAM’s criteria, the saphnelo brochure is superior, providing suitable health information and instructions.
The instructional material is intended for adults with moderate to severe systematic lupus and receiving other lupus medications and other interested readers. The material is readable and suitable for the intended audience, scoring high on both suitability and readability. Essentially, the readability level is highly suited for patients with low health reading ability. Patients readily comprehend the brochure’s purpose. Further, the purpose is highlighted in the brochure’s title and introduction.
Significantly, adult learners generally want to solve their instant health issues instead of learning medical facts (Bastable, 2019). Most content topics in the educational handout concentrate on patients’ desirable actions. The brochure includes summaries to recount important messages in different examples and words. Adults with lupus can clearly comprehend the saphnelo brochure. The literacy demand, graphic illustrations, learning stimulation and motivation, and layout and topography are superior, simplifying patient readability and comprehension.
The brochure provides the what, when, who, and where and is conversant with individuals with lupus, is age-appropriate, and is written in a genre familiar to the audience. Essentially, readability is determined by three features: the text’s suitability for the audiences’ language and background and the experts’ objectives.
The materials’ language, experience, and logic match those of individuals with lupus and receiving other lupus medications. The pamphlet’s central concepts are culturally similar to the audience’s culture’s logic, language, and experience. Persons with lupus and other readers can comprehend and read the saphnelo brochure effortlessly.
The Position of the TX Board of Nursing for the Professional BSN Nurse in Teaching
The TX Board of Nursing (BON) establishes that nurses have accountabilities and duties to patients to deliver and coordinate safe, quality, and operative nursing care. BON ensures uniformity and standardization of nursing ethics (Texas Board of Nursing, 2022).
Nursing professional regulations have become a constituent of nursing literature and have positively influenced nursing practice currently, assisting nurses and learners in healthcare delivery (Keating et al., 2021). A professional nurse is a role model of operative patient-centered care and shares expertise in healthcare, including teaching roles. Nursing and teaching philosophies are applied in nursing education because they direct and define nursing care, providing a foundation for medical decision-making.
In teaching, a nurse is mandated to observe the National League of Nursing (NLN) main competencies. The NLN proficiencies encompass “facilitating learning, facilitating learner socialization and development, utilizing evaluation and assessment methods, participating in scholarship, operating within the educational environment, functioning as a change leader and agent, following constant quality improvement in the nurse educator function, and engaging in curriculum design and assessment of program outcomes” (Keating, Berland, Capone, & Chickering, 2021).
Nurses prepare imminent nurses, instruct and communicate the nursing career’s principles, attitudes, and core ethics, and instigate ongoing education in nursing. TX board of nursing sets the standards for professional nurses’ safe practice and their scope in teaching. Nurses are accountable for educating patients on averting and managing medical conditions.
The Professional Role of The Nurse in Healthcare Teaching
In healthcare teaching, professional nurses should accommodate every learner, including their strengths and limitations, and eliminate barriers to learning. Students’ experiences and strengths are boosted by accepting diversity, providing training prospects, integrating artistic initiatives, and providing feedback (Bastable, 2019).
To guarantee a positive and fruitful learning experience, a professional nurse should implement functioning approaches that simplify learning. The approaches encompass ensuring patient engagement and keeping content applicable to academics’ objectives, strengths, and limitations. Nurses should evaluate the patients’ learning requirements and preparedness because everyone learns differently.
Patient education has become challenging for nurses, with numerous learning barriers and nurses encountering numerous challenges to guarantee learners have the required information to make informed conclusions. Barriers to effective learning encompass language, culture, age, literacy, and physiological hindrances. For example, the religious and cultural beliefs of an elderly patient might differ from those of a younger nurse: a younger nurse might be spiritual.
In contrast, an elderly patient might embrace Christianity or Hinduism. The cultural, religious, and language differences might hinder effective learning, while cognitive decline can brand a learner as difficult to cope with or uncooperative. Nurses should be cognizant of such learning barriers to ensure patient comprehension and delivery of safe self-care instruction.
Other Strategies to Increase Patient Learning
To increase patient learning, doctors and nurses must spend more time with clients. Further, the interaction should be responsive, passionate, and driven to the specific patient’s needs. Other approaches to augment patient learning encompass computer technology, simulated games, audiovisual sources, verbal recall, and demonstrations (Paterick et al., 2017).
Verbal recall ensures that patients remember something and how to perform particular activities, including self-injection. When nurses use verbal recall as a technique to facilitate patient learning, patients can sustain information in their minds to use it for reasoning and learning.
Nurses require the skills, resources, training, and time to deliver patient education and facilitate learning effectively. Computer technology boosts the safety, quality, and reliability of patient education. The technology also provides fast and easy access to medical information connected to a patient’s health, while simulated games imitate clinical practices in safe surroundings, facilitating patient learning.
The audiovisual sources and demonstrations improve patients’ critical and analytical thinking (Paterick et al., 2017). Patient learning necessitates a multidisciplinary approach that integrates reliability and suitability assessment tools, learning styles, and cultural competence.
Patient education or instructional materials should be written at a level that is comprehensible for all patients, including those with low health illiteracy. The suitability assessment of materials (SAM) and readability assessment of materials (RAM) tools measure instructional materials’ readability and suitability. The readability assessment of materials (RAM) assesses an instructional material’s readability, evaluating the typographical mistakes, misspellings, and specialized content.
On the other hand, SAM evaluates the literacy demand, content, graphics, typography and layout, cultural appropriateness, and learning stimulation and motivation. Based on SAM’s criteria, the saphnelo brochure is superior, with a high degree of readability and suitability, providing suitable health information and instructions for Lupus patients.
A professional nurse is a role model of operative patient-centered care and shares expertise in healthcare, including teaching roles. Nurses prepare imminent nurses, instruct and communicate the nursing career’s principles, attitudes, and core ethics, and instigate ongoing education in nursing.
In healthcare teaching, professional nurses should accommodate every patient, including their differences, strengths, and limitations, and eliminate barriers to learning. Nurses should be cognizant of learning barriers to ensure patient comprehension and delivery of safe self-care instruction. They should also apply strategies like using instructional materials (computer technology, SAM tools, and simulated game) to facilitate patient learning.
With the implementation of novel learning standards, districts and states have been forced to re-evaluate curriculum and implement novel instructional materials, assessing them with readability and suitability analysis tools. Readability refers to the simplicity of understanding printed instructional materials, while suitability assesses printed educational materials against aspects known to improve an individual’s comprehension of educational materials (Morowatisharifabad et al., 2020).
The NLN proficiencies encompass “facilitating learning, facilitating learner socialization and development, utilizing evaluation and assessment methods, participating in scholarship, and operating within the educational environment” (Keating, Berland, Capone, & Chickering, 2021). Patient instructional materials are a crucial supplement to verbal communication with physicians.
To guarantee a positive and fruitful learning experience, a professional nurse should implement functioning approaches that simplify learning. Strategies used to augment patient learning encompass computer technology, simulated games, audiovisual sources, verbal recall, and demonstrations (Paterick et al., 2017). The audiovisual sources and demonstrations improve patients’ critical and analytical thinking (Paterick et al., 2017).
The Suitability Assessment of Materials (SAM) tool is utilized with illustrations, print material, and audiotaped and videotaped commands (Bastable, 2019). Patient instructional materials should be written at a level that is understandable and clear for all patients, including those with low health illiteracy.
Bastable, S. (2019). Nurse as educator: Principles of teaching and learning for nursing practice (5th ed.). Jones and Bartlett.
Keating, S. A., Berland, A., Capone, K., & Chickering, M. J. (2021). Global nursing education: International resources meet the NLN core competencies for nurse educators. OJIN: The Online Journal of Issues in Nursing, 26(1), 1-9. https://doi.org/10.3912/OJIN.Vol26No01Man08
Morowatisharifabad, M., Yoshany, N., Sharma, M., Bahri, N., & Jambarsang, S. (2020). Readability and suitability assessment of educational materials in promoting the quality of life for postmenopausal women. Menopause Review/Przegląd Menopauzalny, 19(2), 80-89. https://doi.org/10.5114%2Fpm.2020.97850
Paterick, T. E., Patel, N., Tajik, A. J., & Chandrasekaran, K. (2017, January). Improving health outcomes through patient education and partnerships with patients. In Baylor University Medical Center Proceedings (Vol. 30, No. 1, pp. 112-113). Taylor & Francis.
Texas Board of Nursing. (2022). Welcome to the Texas Board of Nursing Website. https://www.bon.texas.gov/