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Health Coaching, Health Literacy and Reflection

Introduction

Health Education empowers individuals and their own families to make prepared health decisions and achieve most effective health. Nurses can teach clients in a variety of ways predicated on client's knowledge and learning needs. They can educate a diabetic child on insulin supervision techniques; children on erotic health; factory employees on back safeness procedures and a young mother on contraception and breasts nourishing techniques (McEwen & Pullis, 2009). The following essay is split into three parts. The first part offers a definition and a short dialogue on health literacy. The next part demonstrates the main element strategies to be used to advance medical literacy skills of clients with low health literacy skills. The final part gives a reflection of my learning experience on health literacy and exactly how my knowledge can contribute to provide an efficient nursing health care in future practice that can enable clients to make enlightened health decisions.

Health Literacy

Health literacy can be defined as "The degree to which individuals can obtain, process, understand, and connect about health-related information had a need to make enlightened health decisions" (Berkman, Davis, & McCormack, 2010, p. 13).

The Ministry of Health (2010) KoЇrero Marama Health Literacy and Maori record clearly indicates that most individuals in the entire New Zealand people have low health literacy skills and among them Maori are an increased proportion than Non- Maori. Therefore, those individuals with low health literacy skills have a restricted ability to access, obtain, read, understand and converse health information (Berkman et al. , 2011). This ends in less knowledge to work with preventative measures such as screening process programs and vaccinations; limited knowledge about their disorder, treatment and medications; more work related traumas; therefore, leading to increased disaster services, hospitalizations and medical costs (Medical Review, 2012).

Health literacy is effective to individuals and their own families in various ways to achieve optimum health. One of the ways the health literacy is beneficial to the individuals is the fact that, it enables them to gain access to to health clinics; fill out medical forms; communicate with health providers; interpret product labels and health communications; understand about medications and their administration properly (Ministry of Health, 2010). In addition to that, health literacy helps people to be familiar with avoidance strategies such as breast and cervical screening process programs ("Health Literacy, " 2013). Furthermore, health literacy permits individuals to make smarter health options and self-manage their persistent condition, thereby, reducing hospitalizations and health care costs (Ministry of Health, 2010).

Strategies for boosting health literacy

In order to boost health literacy of clients, recorded nurses have to put into practice the next strategies. First of all, ensure that the environment is shame-free, respectful, nurturing and supportive where clients can work together openly and productively with medical care providers (New Zealand Nurses Company (NZNO) & University of Nurses Aotearoa, 2012). It is very important to evaluate the client's degree of knowledge to find out what they already know and what they have to know (Osborne, 2013).

Health Literacy is a shared responsibility, which means; health information is communicated in a way that both the doctor and the device can understand (Osborne, 2013). While communicating with clients with limited British language, it's important to speak slowly and gradually and pay attention carefully and use common words like "cancer" rather than "oncology". Moreover, stay away from medical jargon such as hyperglycemia, hypertension, etc; patients might not understand medical terms, abbreviations and acronyms that health professionals usually use. In addition to that, make the written terms on documents simple, readable and understandable. For instance, using headings and sub headings can simply identify key principles and clients can easily go through the information they needed (Osborne, 2013).

Moreover, it is important to breakdown the intricate information into small chunks, organize information and communicate the most important concepts that the client has to know regarding their health (U. S. Office of Health & Man Services, n. d. ). Moreover, identify different learning styles of individuals, for example, a lot of people may choose a visible learning, some other may prefer auditory or tactile learning styles (McEwen & Pullis, 2009). Addition of decision helps and other teaching tools such as videos, quizzes, maps, booklets, images etc. would also be more effective (Osborne, 2013). Furthermore, conversing with non-English speaker systems can be resolved by appointing a proper medically trained interpreter.

It is vital for the health provider to handle and recognize any cultural distinctions and offer health information correctly. For instance, they can make the clients feel welcomed by greeting them in their respected language, exhibiting multicultural artifacts and translated signs in medical adjustments (Osborne, 2013). Rather than making assumptions that the client known the provided health information, it's important to focus on client's non-verbal cues along with verbal statements (NZNO & School of Nurses Aotearoa, 2012).

While teaching seniors, it is very important to examine their physical readiness to learn new information. For instance, some elderly people may have ability to hear, witnessing and alertness issues that make their learning difficult (Lowenstein, Foord-May, & Romano, 2009). To overcome this, always speak in ways that seniors can hear and always make sure that the written information is readable. Moreover, encourage elderly people to bring a support person or a reliable friend to bolster and clarify the enlightened health information (Osborne, 2013).

Furthermore, use a teach-back strategy to assess and verify if the health information provided is clear to the client. This technique will know from what extent the client can recall the comprehensive meaning and whether the client interpreted it effectively (Osborne, 2013). For instance, instead of requesting the client " Do you realize?" it will be better stating that " I just want to ensure I described things well, inform me the way you take these medications?".

Reflection

On reflection, I've realized a thorough assessment of client's learning needs predicated on their age communities and developmental phases given me an perception on how their physical, cognitive, psychosocial learning skills change in each developmental level; and what coaching methods and strategies would become more effective and befitting that particular aim for group. For instance, preschool children cannot think abstractly and they learn by seeing and interacting with others. Whereas, adolescents can think abstractly and they can effectively learn through web and computer established resources, catalogs, pamphlets, games, movies and through interacting with peers (McEwen & Pullis, 2009).

Evaluation by the end of the teaching session in my practicum helped me to investigate the effectiveness of the teaching procedure. This given me an perception of what instructing strategies were more effective and what other strategies I need to implement to boost my future coaching session. I noticed that some coaching tools such as videos, quizzes and game titles reinforced the mark group to communicate and co-operate well with this teaching session. In addition to that, I also understood that I have to use simple dialect and avoiding medical terms while stating aims to the children. Furthermore, I realized that it's very important to report the analysis on teaching procedure. This is a base for our team whenever we plan another teaching time in future for that one age group.

In my future practice, I will definitely make a lesson plan predicated on thorough diagnosis of client's learning's needs. I will also use effective communication strategies that can reinforce the prospective group during lessons delivery. At the end of the coaching session I will also record the evaluation for future referrals.

Conclusion

In final result, Health Literacy skills are extremely important for medical and wellbeing of individuals. Health literacy skills empower individuals to take enlightened health decisions. Thorough diagnosis of client's knowledge levels and learning needs are crucial to develop a good lesson plan for a specific target group. Following effective communication strategies and instructing methods during lessons delivery will strengthen clients to take part effectively and make educated health choices for better health final results.

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