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In order to perform the role of an educator, the nurses must have knowledge on the basic principles of learning and teaching. The primary purpose of an educator should be more bound to promoting learning and providing an appropriate environment for learning. More importantly, the role of the teacher should also be connected with partnership philosophy (Bastable, 2008, p. 13).
Teaching strategies should also be based on ethical and economical considerations that are bound to cultural aspects as well. Due to the fact that ethical principles stem from natural laws, respect for people, honesty, truth telling, and respect for life are inherent components of nurse ethics, despite the existence of manifold perspectives on the wrongness and rightness of human acts. Finally, a patient should have the right to quality care irrespective of social and economic statuses (Bastable, 2008, p. 38).
With regard to the ethical and economical considerations discussed above, the approach to Hindu clients with diabetes should be more refined and sophisticated due to several reasons. First of all, close attention should be paid to physical procedures and examinations, which can be traumatic for American Hindu women (Purnell and Paulanka, 2008, p. 390).
Before engaging them into specific procedures, it is necessary to thoroughly explain the scope as well as all inconveniences these examinations and procedures may cause. Second, nurses should know that embracing and touching are also inacceptable in treating Hindu patients and, therefore, this issue should be tackled carefully as well (Purnell and Paulanka, 2008, p. 390).
Finally, it is imperative to study the underpinnings of the Indian traditional medicine and patients’ reactions to specific symptoms like pain, which is usually concealed by Hindu (Purnell and Paulanka, 2008, p. 390). This aspect should be involved in working out caring and teaching strategies.
Nurses’ Responsibilities for Teaching
Due to the fact that the main responsibility of nurse practitioner involves diagnosing physical conditions and illness, performing corrective and treatment measures within a particular nursing specialty in collaboration with a qualified licensed physician, nurses should know the specifics of delivering information to patients and studying their medical cards. Within the accepted medical practice, nurse practitioners should also be aware of legal aspects of cooperating with physicians.
In this regard, the teaching perspective is narrowed to the knowledge of specific regulations and rules permitting their patient treatment practice. Hence, a nurse is eligible for being involved in cooperation with licensed physical only if he/she has certificate of degree, meets the established criteria, and has license of a registered and certified professional. In this case only, nurses acquire an access to identifying and classifying specific symptoms, signs, dysfunctions, and disorders, which, in its turn, allow professionals to develop their teaching strategies.
While considering nurses’ liabilities in more detail, the primary responsibility of all nurses should be confined to doing no harm to the sick. Whatever the diagnosis or symptoms are, the main responsibility of nurse professionals lies in caring for patient’s cultural, ethical, and legal rights. In this regard, nursing should be tackled from numerous dimensions involving multicultural issues, ethical, and economic considerations.
The considered nursing philosophy should have a potent impact on the hospital planning, organization, and management aimed at improving teaching and therapeutic strategies. In addition, it should carefully consider legal dimensions of patients’ treatment.
Reference List
Bastable, S.B. (2008). Nurse as educator: Principles of teaching and learning for nursing practice. Sudbury, MA: Jones and Bartlett.
Purnell, L. D., & Paulanka, B. J. (2008). Transcultural health care: A culturally competent approach. Philadelphia: F. A. Davis.
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