Introduction

As educators, nurses must be skilled at assessing patients’ learning readiness and needs. Often, the interaction between a patient and nurse takes place when a patient is at a distinct disadvantage: they may be physically compromised, or troubled by pain, worry, anxiety, or confusion. There are other times when patient care is routine rather than urgent or emergent, and the nurse’s focus can be placed on health promotion and disease prevention.

Health education not only addresses specific, existing symptoms or diagnoses but also focuses on proactive prevention of future health concerns. Barriers to education may be based on a patient’s health history, environmental or geographic factors, and lifestyles. Although patients may have interest in taking an active role in their health and well-being, they may not know where to begin. Nurses play a vital role in empowering patients to contribute to their own care and maintenance of health. Recognizing teaching moments or creating the best possible environment for health education and patient learning are important for nurses to have and are necessary to provide quality patient care and ensure patient satisfaction.

This chapter explores health education and its impact on different aspects of wellness, self-care, decision-making, and consent. Patient and family education in professional nursing practice is guided by the American Nurses Association (ANA) Scope and Standards of Practice. Evaluation of teaching and learning is an essential step of the education process; it can determine how well the patient and family understand what was taught and guide goal achievement.