NURS FPX 4035 Assessment 4
[Student Name]
Capella University
Professor’s Name
August 2025
NURS FPX 4035 Assessment 4: Patient Education Toolkit
In NURS FPX 4035 Assessment 4, the toolkit is offered to assist nurses in making the required actions that may elevate the quality of patient education in the serious care hospital. The resources are categorized into four with their annotations. It includes his personal information, which does not contribute to successful patient education, a way of reaching the improvement and some tools of patient tutoring that can be used.
General Information on Patient Education
Correia, J. C., Waqas, A., Aujoulat, I., Davies, M. J., Assal, J. P., Golay, A., & Pataky, Z. (2022). Evolution of therapeutic patient education: A systematic scoping review and scientometric analysis. International journal of environmental research and public health, 19(10), 6128. https://doi-org.library.capella.edu/10.3390/ijerph19106128
NURS FPX 4035 Assessment 4 incorporates this article, which provides useful knowledge of therapeutic patient education. In the current systematic review, the researchers had an objective of determining how patient education has changed over time. The authors also, throughout the paper, mention existing trends in patient education, including the need to use digital technology. Besides that, recommendations are given based on the literature which can enhance access of patient education and recipient of health equity. This resource can guide nurses to increase their knowledge about therapeutic patient education and define gaps, serving as a nursing tool. It also offers the insights about various education modalities that nurses are apt to observe in the few years. This gives a strong foundation to the nurses to realize the applicability of therapeutic patient education and the different aspects of healthcare where it can be practiced.
Correia, J. C., Waqas, A., Huat, T. S., Gariani, K., Jornayvaz, F. R., Golay, A., & Pataky, Z. (2022). Effectiveness of therapeutic patient education interventions in obesity and diabetes: A systematic review and meta-analysis of randomized controlled trials. Nutrients, 14(18), 3807. https://doi-org.library.capella.edu/10.3390/nu14183807
This article in NURS FPX 4035 Assessment 4 provides the account of systematical review and meta-analysis study of randomized controlled trials that was completed with the goal to identify the educational interventions that can be provided to the patients with diabetes and overweightness, and the results they can provide. It explains the benefits of the therapeutic patient education to both curing systems and to the patients. Based on this study, different TPE interventions have a significant effect on patient outcomes. Although the topic of this study (diabetes and obesity) is quite narrow, the acquired information can guide nurses to appreciate the value of engaging in comprehensive patient education. Nurses’ ought to use this source in gaining further knowledge about the significance of patient education.
Trivedi, S. P., Corderman, S., Berlinberg, E., Schoenthaler, A., & Horwitz, L. I. (2023). Assessment of patient education delivered at time of hospital discharge. JAMA internal medicine, 183(5), 417–423.
https://doi.org.library.capella.edu/10.1001/jamainternmed.2023.0070
The targeted article is an experimental study of discharge education in two hospitals. Examining the clinicians, the researchers discovered that most of them taught inadequately during discharge despite the existence of organizational support to teaching activities. This paper demonstrates that there is a large margin of improvements, as far as discharge education is concerned. This source can give nurses a sense of the necessity to change the situation concerning patient education. It appropriately demonstrates that even with the existing practices undertaken to facilitate patient education, there is still an indicator of quality improvement in patient education using process improvement tools and techniques.
Barriers to Patient Education
Boyde, M., Tuckett, A., & Ty, J. (2021). Teacher-as-actor: Investigating the barriers and facilitators of patient education among hospitalized patients in a cardiology clinical unit. Nursing & health sciences, 23(4), 871–879.
https://doi-org.library.capella.edu/10.1111/nhs.12874
In NURS FPX 4035 Assessment 4 this article discusses the obstacles, in addition to the factors, that clinicians can face when delivering comprehensive patient education. The cardio field of study varies especially in this inpatient acute care cardiology unit. It identifies some of the systemic obstacles that confront nurses, and some that may confront patients. It also explains some of the factors which contributed to the provision of effective patient education, both in a patient centric as well as an environment specific manner. Nurses may find it useful to revise the obstacles to educating patients presented in this resource as a nursing tool. By being aware of the barriers present in both the clinician and patient perspective, it is possible for the nurses to recognize the opportunities to overcome such blocks and enhance patient education.
Longhini, J., Ambrosi, E., Tescaro, B., Derugna, N., Ferro, M. L., & Canzan, F. (2025). Patient education during hospitalization from the perspective of nurse managers: A qualitative study. Nursing & health sciences, 27(1), e70052.
https://doi-org.library.capella.edu/10.1111/nhs.70052
The article under consideration is a qualitative descriptive evaluation of the perceptions of nursing managers regarding patient teaching during severe inpatient care of the hospital. In this paper, the authors identify that education is not often provided, even though the evidence is overwhelming that patient education gives good patient outcomes, serving as a nursing tool. This article investigates the obstacles that clinicians experience when it comes to delivering quality patient education, and where they can improve. This is a resource in NURS FPX 4035 Assessment 4 that nurses should read in order to understand better the organizational issues or barriers to effective patient education. The details provided in the present article indicate the necessity of the proposed quality improvement initiative based on patient education.
Policy Changes to Improve Patient Education
Alqallaf A. (2024). The impact of integrated patient education on short-term revisit rates in healthcare settings: A quality improvement project. Cureus, 16(3), e56512. https://doi.org/10.7759/cureus.56512
This article outlines how a quality improvement project targeting improvements in patient education was achieved with the implementation of EHR improvements and putting more staff through training to educate the patients. This study established that such bundled approach reduced readmission of patients implying that the education of patients improved. This article in NURS FPX 4035 Assessment 4 can help nurses comprehend why it is important to implement a patient education-specific workflow in the EHR, as well as educate the staff regarding patient education itself. It describes as well how it has supported staff with new ways of carrying out these new processes.
Jiang, Y., Cai, Y., Zhang, X., & Wang, C. (2024). Interprofessional education interventions for healthcare professionals to improve patient safety: A scoping review. Medical Education Online, 29(1). https://doi.org/10.1080/10872981.2024.2391631
In this paper, there is a scoping review conducted with the aim to study various interdisciplinary education interventions to enhance interdisciplinary communication. The current study is specifically aimed at studying multidisciplinary modalities of education to enhance patient safety. In the course of the article, some of the inter-disciplines pedagogical approaches and their effectiveness are discussed. Nurses can utilize this source to learn more about why we need to have more staff trained and have more communication across the various interdisciplinary boundaries, using process improvement tools and techniques. In addition, since the lack of clarity of the roles has been cited as an obstacle to successful patient education, interprofessional collaboration as to patient safety may be instrumental in making patient education truly successful.
See, M. T. A., Chee, S., Rajaram, R., Kowitlawakul, Y., & Liaw, S. Y. (2020). Missed nursing care in patient education: A qualitative study of different levels of nurses’ perspectives. Journal of nursing management, 28(8), 1960–1967.
https://doi.org.library.capella.edu/10.1111/jonm.12983
In this article, the author explores the impediments that nurses encounter in the process of patient teaching as described by the nurses. It also shows that patient education is on the list of three most often overlooked nursing care elements. In the discussed study, the nurses stated that there is no documentation of the education provided. Noticeably, nurses shared the concern that education is often not a priority in regards to nursing because of the excessive workload Nurses ought to read this paper so as to get an idea as to the reasons why new EHR workflows are being introduced and why more staff is being trained, as outlined in the improvement plan tool kit. Moreover, this is the article as seen by the nurses and how this quality improvement plan can help nurses to deliver safe and quality care services to their patients.
Wang, S., Liu, K., Tang, S., Wang, G., Qi, Y., & Chen, Q. (2025). Interventions to improve patient health education competence among nursing personnel: A scoping review. Nurse Education in Practice, 83, 104258. https://doi.org/10.1016/j.nepr.2025.104258
This article presents a review scope study aimed at determining effective staff training methods of patient’s education. “It summarizes past reviews and points out several forms of staff education employed and how that impacted their perceived confidence levels on patient education provision, serving as a nursing tool. This resource would be useful in enabling nurses to be familiar with the different training approaches that they are likely to be dealt with in the new patient education improvement plan. It presents staff-based interventions that are evidence-based in training aimed at teaching patients. In NURS FPX 4035 Assessment 4 this will educate the nurses on why there should be improved staff education and how it can be a source of improvement in their practice.
Education Techniques
Lyu, X., Li, J., & Li, S. (2024). Approaches to reach trustworthy patient education: A narrative review. Healthcare (Basel, Switzerland), 12(23), 2322.
https://doi.org.library.capella.edu/10.3390/healthcare12232322
The article presents several techniques that can be used to succeed in the wide-scale patient education. It outlines approaches that can be implemented at the interpersonal, intrapersonal and the societal levels. It also explains various forms in which an education of patients may be provided and how to adapt educational methods to the needs of a patient. This resource can be used by nurses to learn educational approaches they may apply in their practice, using process improvement tools and techniques. As well, it can be used as an effective reference between training sessions among the staff.
World Health Organization. (2023). Therapeutic patient education: An introductory guide. World Health Organization. https://iris.who.int/bitstream/handle/10665/372743/9789289060219-eng.pdf?sequence=12
This source in NURS FPX 4035 Assessment 4 is a pamphlet issued by the World Health Organization that explains the value of therapeutic patient education and recommends suggestions to the health care policymakers to empower health professionals in patient education. It as well provides numerous case studies, which demonstrate patient education use and its value. This guide also gives some guidelines on how to train staff and therapeutic patient education strategies that can be adopted in practice. This resource can be reviewed by nurses to obtain strategies that could be adopted in their practice as a nursing tool. It also gives sufficient data that could enable the nurses take part in enhancing the education of the patients, and be proactive.
Atay, Selma,PhD., R.N., Akkaya, Gulnur,PhD., R.N., & Duygulu, Sergul,PhD., R.N. (2020).
Nurses’ perception of using empowering discourse for patient education: A qualitative study. International Journal of Caring Sciences, 13(2), 1089-1095.
https://library.capella.edu/login?url=https://www.proquest.com/scholarly-journals/nurses-perception-using-empowering-discourse/docview/2462488344/se-2
The present article explores the views of nurses on utilizing an empowering discourse in patient education. It determines what empowering discourse is and what its goals and advantages to patients are. Through the article, the nurses express their opinions on the process of exercising empowering discourse and the perception of the meaning it brings to the patients and their care, as guided by the improvement plan tool kit. Also, a model and strategies on how to employ empowering discourse when teaching a patient are presented. Nurses have an opportunity to use this tool to adopt empowering discourse in their practice. Taking a look at the opinions of other nurses offers a possibility to incorporate this teaching method into nursing practice.
