Finkelman, Leadership and Management for Nurses: Core Competencies for Quality
Care, 3rd edition.
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Chapter 11: Consumers and Nurses
LEARNING OUTCOMES AND SUGGESTED CLASSROOM AND CLINICAL
ACTIVITIES
LEARNING OUTCOME 1
Examine the history of healthcare consumerism and its impact on health care.
Suggestions and Strategies for Classroom Experience
• Ask students to search the Internet for sites that focus on healthcare consumers
and to describe the content and issues discussed on the site.
Suggestions and Strategies for Clinical Experience
• Considering the aspects of consumers noted in first slide for this Outcome, how
do students view these issues in their clinical sites? What are the concerns with
these issues? Is improvement needed? (Aspects to consider are: Informed
advocacy, patient satisfaction and utilization of health care services, quality, cost,
and access.)
LEARNING OUTCOME 2
Assess the relationship between public policy and the healthcare consumer.
Suggestions and Strategies for Classroom Experience
• Ask a few representatives from local consumer health organizations such as the
Suggestions and Strategies for Clinical Experience
• Ask students how the Patient Self-Determination Act of 1990 applies to clinical
practice in the settings where they have been assigned for clinical.
LEARNING OUTCOME 3
Compare and contrast the consumer implications of the Healthy People and the Institute
of Medicine reports (Quality Chasm series).
Suggestions and Strategies for Classroom Experience
• Review the Healthy People website from perspective of consumerism. Ask
students to discuss how consumerism applies to Healthy People.
Suggestions and Strategies for Clinical Experience
• Explain how the IOM reports focus on the consumer. Provide examples. How
might you emphasize the role of the consumer more in your practice?
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LEARNING OUTCOME 4
Assess the importance of the role of technology in consumer healthcare information.
Suggestions and Strategies for Classroom Experience
Suggestions and Strategies for Clinical Experience
• Ask students if patients and families mention technology as source of information.
LEARNING OUTCOME 5
Examine the relationship between patient education and healthcare consumerism.
Suggestions and Strategies for Classroom Experience
• Ask students to explore how consumer education about self-managing care, use of
Suggestions and Strategies for Clinical Experience
• Explore what hospitals that students have used for clinical experiences have done
to assist consumers with hospitalization decisions. Students could also ask their
patients and patients’ families about how they made their hospital decisions.
LEARNING OUTCOME 6
Critique how consumers are involved in evaluating the quality of care.
Suggestions and Strategies for Classroom Experience
• Conduct a student debate on the value of patient satisfaction data. After the debate
Suggestions and Strategies for Clinical Experience
• Discuss with students what patient evaluation activities are conducted by clinical
sites. What data are collected? How? What are the results? What is done with the
data?
LEARNING OUTCOME 7
Apply patient advocacy to the role of the nurse manager.
Suggestions and Strategies for Classroom Experience
• Explore what nurses have done, locally and statewide, to support consumerism.
Suggestions and Strategies for Clinical Experience
• Students interview nurses and ask them how they view themselves as patient
KEY CHAPTER CONCEPTS
1. Healthcare consumerism has evolved over the years, with consumers growing in their
informed advocacy. In the 1970s, consumers were informed and assertive about their
2. As consumers experience problems with health care, they often criticize health care,
and have demanded changes in managed care and other aspects of reimbursement and
3. Managed care has had an impact on consumerism since consumers became concerned
about how managed care was taking away their choices for care and providers. There are,
4. Healthcare policy makers need to listen to consumer needs and understand consumer
5. Consumers also have a role in public policy through advocacy—speaking out about
6. Consumer rights have become a major issue in healthcare policy due to dissatisfaction
with managed care. The Patient Self-Determination Act of 1990 requires that healthcare
7. Although probably initiated by dissatisfaction with managed care, many of the
consumer driven changes had little to do directly with managed care and really focused
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8. The consumer rights issue is very controversial. If too many consumer rights are
recognized, how will this affect the ability of insurers to meet their goals to reduce
healthcare costs?
9. Healthy People 2020 is a national preventive initiative that identifies opportunities to
improve the health of all Americans by identifying goals and objectives to promote health
10. Healthy People 2020 program is in the development stage and will be implemented
11. One of Healthy People’s major overall goals is to improve the quality of health–
12. The IOM strongly recommends need for patient-centered care, collaboration, care
coordination, and advocacy. Patients as consumers need to play an active role in their
14. Technology has revolutionized the amount and quality of information available to
healthcare consumers. Interactive technology has changed the availability of information,
15. Technology opens up new roles for the nurse in healthcare organizations. Nurses may
play an active role in the development and maintenance of these sites for providers and
16. Information and education play vital roles in promoting health; preventing, managing,
and coping with disease; and supporting decisions across the spectrum of health care.
17. Consumers who are educated about healthcare delivery and their own healthcare
needs are more effective consumers. Key areas of focus are self-managing care, use of
primary care providers and specialists, medications, and hospitalization.
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18. Consumer education about self-management, primary care, medications, and
hospitalization are important.
19. The most important quality indicators for health care include getting achieving health,
20. It is important not to assume that positive patient satisfaction means that the care
delivered is of high quality. Some patients might be satisfied about some aspects of care
21. Advocacy is a major aspect of the nursing role with the consumer. The ANA and
10-2). Advocacy includes two important components: providing information that is
useful to the patient and supporting the patient’s decision. To be successful, collaboration
must be part of the process between nurse and patient.
APPLYING LEADERSHIP AND MANAGEMENT
BSN and Master’s Essentials: Application to Content
Chapter identifies which Essentials apply to the chapter content. This information is
primarily for the instructor, but students should understand how these nursing education
standards apply to the chapter content and the nursing profession.
My Hospital Unit: An Evolving Case Experience
See the overview of the My Hospital Unit feature found in the front of the textbook.
Refer students to the specific My Hospital Unit scenario found in the chapter.
Hospital Unit experience to the next.
Applying AONE Competencies
The AONE competencies for nurse leaders are found in Appendix A. Ask students to
identify which of the AONE competencies apply to the content in the chapter.
Engaging in the Content: Critical Thinking and Clinical Reasoning and Judgment
See Discussion Questions and Application Exercises at the end of the chapter. Online
options are noted.
Chapter Features: Case Study and Applying Evidence-Based Practice
The Chapter Features: Case Study and Applying Evidence-Based Practice features may
ADDITIONAL CASE
This case is not found in the textbook. It may be used for individual or team assignments:
written assignment and classroom or online team discussions. It may also be used as an
essay question for exams.
Case:
The case study for Chapter 10 describes how a county health department is assessing its
current needs. Review that case study, but now we will focus on consumers.
Questions:
1. Who are the consumers in the community?
2. Who in the community should be included in assessment of need? How might this be
done?
3. Who should be included in plans to address needs? How might this be done?
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