NURS FPX 4035 Assessment 4
[Student Name]
Capella University
[Prof. Name]
August 2025
NURS FPX 4035 Assessment 4: Patient Education Toolkit
The toolkit provided in NURS FPX 4035 Assessment 4 is intended to help nurses take the necessary steps to improve the standard of patient education in the serious care hospital. With their annotations, the resources are divided into four categories. It contains his private information, which is not helpful for effective patient education, a means of achieving improvement, or any useful patient tutoring resources.
Overview of 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
This item is included in NURS FPX 4035 Assessment 4 and provides useful information on therapeutic patient education. In the current systematic study, the researchers had a purpose of identifying how patient education has changed over time. The necessity of using digital technology is one of the current trends in patient education that the writers discuss throughout the study. In addition, suggestions are made based on the literature that can improve patient education access and health equity recipients. As a nursing tool, this resource can help nurses identify gaps and broaden their understanding of therapeutic patient education. Additionally, it provides information on different teaching methods that nurses may encounter in the next years. This gives nurses a strong foundation for comprehending the value of therapeutic patient education and the range of healthcare settings in which it can be used.
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
In this article in NURS FPX 4035 Assessment 4 the meta-analysis has been done to review the randomized controlled trial studies conducted to identify the educational interventions that can be provided to the patients with both diabetes and obesity and the outcomes and results that the same can generate. It enumerates the benefits of therapeutic patient education to patients as well as to curing systems. In this study, the application of a number of TPE therapies substantially influences patient outcomes. Although a relatively narrow scope of the study was devoted to diabetes and obesity, the data thereof can nevertheless be used by nurses to understand how essential it is to educate them comprehensively. This website sheds more light to the nurses on the necessity of educating patients.
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
An experimental study of discharge education in two hospitals is the subject of the targeted article. The researchers looked at the physicians and found that even though there was organizational support for teaching activities, the majority of them did not educate well during discharge. This analysis demonstrates that there is a great deal of space for development in the area of discharge education. This source might encourage nurses to feel the need to make adjustments in patient education. It accurately illustrates how there is still a sign of quality improvement in patient education
utilizing process improvement tools and techniques, notwithstanding the current measures implemented to support patient education.
Obstacles 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
This article discusses the difficulties and situations that doctors could run into when giving comprehensive patient education in NURS FPX 4035 Assessment 4. The cardiac field of study varies, especially in this inpatient acute care cardiology unit. It enumerates some of the systemic issues that nurses and patients may encounter. In a way that is both environment-specific and patient-centric, it also describes some of the elements that went into providing good patient education. Using this resource as a nursing tool, nurses may find it helpful to update the barriers to patient education. It is possible for nurses to identify possibilities to overcome these obstacles and improve patient education if they are aware of the hurdles that exist from both the physician and patient perspectives.
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
A qualitative descriptive assessment of nurse managers’ viewpoints on patient education during acute inpatient hospital stays is presented in the aforementioned
article. The authors of this study point out that although there is ample evidence that patient education enhances patient outcomes and is a helpful nursing tool, it is not routinely provided. The challenges that clinicians have in providing high-quality patient education are examined in this article, along with areas for improvement. Nurses should read this resource from NURS FPX 4035 Assessment 4 to gain a better understanding of the organizational problems or obstacles to efficient patient education. The information presented in this article makes clear the need for the suggested patient education-based quality improvement project.
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 describes how implementing EHR enhancements and training more personnel to educate patients helped to achieve a quality improvement project aimed at improving patient education. This study found that a bundled approach decreased patient readmissions, suggesting that patient education had improved. In addition to educating the staff about patient education, this article in NURS FPX 4035 Assessment 4 can assist nurses in understanding the significance of implementing a workflow tailored to patient education in the EHR. It also details the manner in which it has assisted employees in implementing these new procedures.
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 order to improve interdisciplinary communication, a scoping review of different interdisciplinary education interventions was carried out and is presented in this work. Studying interdisciplinary educational methods to improve patient safety is the specific goal of the current project. Some inter-disciplinary instructional approaches and their efficacy are reviewed throughout the essay. Using process improvement tools and techniques, nurses can use this source to learn more about why we need more staff training and increased collaboration across the various interdisciplinary boundaries. Furthermore, as unclear responsibilities have been identified as a barrier to effective patient education, interprofessional cooperation for patient safety may be crucial to the success of patient education.
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
This essay’s author investigates the difficulties nurses encounter when instructing patients, as stated by the nurses themselves. It also shows that patient education is one of the three aspects of nursing care that is most commonly overlooked. According to the nurses in the study under discussion, there is no record of the instruction given. Notably, nurses expressed worry that, due to the overwhelming workload, education is frequently not prioritized in the nursing field. As stated in the improvement plan toolkit, nurses should study this article to gain an understanding of the rationale behind the introduction of new EHR workflows and the training of additional staff. Additionally, this article
presents the nurses’ perspective on how this quality improvement plan might support nurses in providing patients with safe, high-quality care.
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
A review scope research is presented in this article with the goal of identifying efficient staff training techniques for patient education. It serves as a nursing tool by summarizing previous reviews and highlighting the various staff education programs used and how those affected their reported confidence levels in patient education delivery. With the help of this resource, nurses could become acquainted with the various training methods that they would probably encounter in the new patient education improvement plan. It offers evidence-based staff-based solutions in patient education training. Nurses will learn why better staff education is necessary and how it can help them improve their practice in NURS FPX 4035 Assessment 4.
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 offers a number of strategies for achieving success in the extensive patient education program. It describes strategies that can be applied on a social, intrapersonal, and interpersonal level. It also describes the several ways that patient education may be given and how to modify teaching strategies to meet the needs of individual patients. Nurses can use this resource to find instructional strategies that they
can apply in their practice by using process improvement tools and techniques. Employees may also find it helpful as a reference between training sessions.
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
A World Health Organization brochure that outlines the benefits of therapeutic patient education and offers recommendations to health care policymakers to empower health professionals in patient education is the material used in NURS FPX 4035 Assessment 4. Additionally, it offers a plethora of case studies that illustrate the significance and application of patient education. Additionally, this guide offers some recommendations for staff training and practical therapeutic patient teaching techniques. Nurses can use this resource to study strategies that they can use as nursing tools in their practice. Additionally, it provides enough information for nurses to be proactive and contribute to improving patient education.
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
This essay explores nurses’ perspectives on the application of empowering discourse in patient education. It defines empowering discourse, outlines its goals, and
outlines the advantages it offers patients. As directed by the improvement plan toolkit, the nurses share their thoughts on the process of engaging in empowering discourse and the sense of significance it offers to patients and their care through the article. Additionally, a model and techniques for using empowering discourse when instructing a patient are provided. This tool offers nurses the chance to incorporate empowering discourse into their practice. Examining other nurses’ perspectives provides an opportunity to apply this teaching strategy to nursing practice.
