Community/Public Health Nursing 6th Edition by Mary Nies ,Melanie McEwen

تمرين 14

Health literacy -Do community members understand the plethora of printed and electronic health messages communicated to them in terms of language, ease of reading, and linguistics To address the national problem of health literacy, nurses should assess their roles as educators, information brokers, advocates, facilitators, collaborative problem solvers, and navigators. Nurses should consider the impact that the multitude of demands of the health care system has on client autonomy.
Individual vs. collective/societal rights and responsibility for health -What communication factors should the nurse consider when balancing the health education needs of the individual against those of the collective (e.g., family and community) What communication gaps can be bridged by the development and implementation of health information that is relevant culturally, linguistically, and in terms of literacy
Social justice and equity -Do all community members enjoy equity in their access to health education and information Does health information take into account the diversity of a demographically changing country What types of materials are available for non-English-speaking clients What strategies, programs, and interventions can be implemented to reduce the discovery to delivery disconnect How can nurses reduce the demands of the health care system and implement navigation strategies
Allocation of resources -In what way do policies promote and/ or hinder promotion of health literacy Do national/local government and corporate/institutional policies impact the availability, accessibility, and equitable distribution of information resources In what way do current policies reward and support patient education How can the nurse get involved in shaping and redirecting health policy and moving policy into practice This includes policies at the institutional, community, local, and national levels.
Cultural effectiveness -What skills, knowledge, and experiences are necessary to the planning of health education within the context of people's history and everyday realities The nurse should assess his or her abilities to approach health education tasks with confidence, compassion, competence, and cultural humility (Marks, 2009; USDHHS, 2000, 2010).