NURSING

Education

            As far as the End-of-life Care is concerned, healthcare education is regarded as being a multidisciplinary practice that enable physicians to design, implement, and evaluate various programs which enable communities, organizations, families, groups, and individuals to play an active role in protecting, enabling, and sustaining health. In order to enables APRN to provide effective care in end of life management, health education combines multiple learning experiences which are designed for the purpose of facilitating voluntary actions which are conducive to health (Matzo & Sherman, 2010).  Research indicates that some of the patients nearing this stage always have progressive and life-threatening ailments which make them to have no opportunity of obtaining stabilizations, remissions, or modifications of the course of their ailment.

            To enable APRN to provide valuable care in end of life management, there is the need of ensuring education is designed for the purpose of making these experiences more and more manageable not only by the patients, but also to their informal caregivers. Ideally, the essence of education is ultimately to increase an individual’s sense of self-control as well as the theoretical well-being of the patients nearing EoL and their families (Bushfield & DeFord, 2010). Since EoL is a complex task, the education offered by the health care providers to such patients is aimed at increasing their knowledge regarding the available care options.

            Nevertheless, the clinical condition and the patients’ situation, together with the support their caregivers receive, is the one which impacts both the quality of their life and the quality of their health care. The manner in which caregivers and patients access education and variations in health care systems is the one which contributes to improving their contentment (Matzo & Sherman, 2010). Patient’s informal care providers, organization of care, health care options available and decision-making process also influences outcomes.  As a whole, health education has the potential of improving the informal care providers’ quality of life and the symptom control of the patients (Young et al., 2005). In return, this has the capacity of improving the satisfactions of the caregiver.

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                References

Bushfield, S. Y., & DeFord, B. (2010). End-of-life care and addiction: A family systems approach. New York: Springer Pub. Co.

Matzo, M., & Sherman, D. W. (2010). Palliative care nursing: Quality care to the end of life. New York: Springer Pub. Co.

Young, C., Koopsen, C., Farb, D., & UniversityOfHealthCare. (2005). End of life care issues guidebook. Los Angeles, Calif: UniversityOfHealthCare.