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NE 420


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Course Information

This course reviews the history as well as the purpose, goals and benefits of patient education. The education process is defined as well as the role of the nurse as educator. Students will examine ethical, legal and economic foundations of the education process. Many learning theories will be examined and made applicable to health care practice. The characteristics of learners and the developmental stages of the learner are studied. Also presented are issues related to compliance, motivation and health behaviors of the learner. The role of the nurse as educator in health promotion is also introduced and examined. Students also examine multiple issues and testing related to literacy skills. This first course in the program prepares students for the development of a solid foundation in which to develop more fully as a patient educator. The course to follow examines more fully the teaching role. Contact hours of Education: 25. Course Code: NE 420.

This Course is Board approved. The American Institute of Health Care Professionals Inc. is an Approved Provider of Continuing Education by the Florida State Board of Nursing and the District of Columbia Board of Nursing. CE Provider # 50-11975. The American Institute of Health Care Professionals, Inc. is a licensed Continuing Education Provider in the State of California, Board of Registered Nursing, Provider # CEP 15595. Access Info

Pre-requisite: You must be a Registered Nurse to enroll in this course.

This course is particularly designed for Registered Nurses seeking to meet education requirements for certification as a Certified Nurse-Patient Educator by the American Institute of Health Care Professionals, Inc,.

This is a guided, independent study CEU Course. You are to study and progress at your own rate. There are no written assignments.

Instructor/Course Author:  Dominick L. Flarey, Ph.D, RN-BC, ANP-BC

Link to Resume

E-mail: info@aihcp.org

TIME FRAME: You are allotted two years from the date of enrollment, to complete all of the courses in the Nurse-Patient Educator program. There are no set time-frames, other than the two year allotted time. If you do not complete the courses within the two-year time-frame, you will be removed from the course and an "incomplete" will be recorded for you in our records. Also, if you would like to complete the courses after this two-year expiration time, you would need to register and pay the course tuition fee again.


Reading/Study Assignment: this course covers Chapters One (1) through Seven (7) in the required textbook.


Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, Third Edition. Bastable, Susan B. Boston: Jones & Bartlett Publishers;2009.

  • ISBN-10: 076378964X
  • ISBN-13: 978-0763789640

AIHCP Online Bookstore: AIHCP provides an online bookstore stocked with all of the required textbooks, and/or materials required for its CE courses. To purchase this book online, click the access store link, go to the table of categories, right upper hand corner, and click on "Nurse Patient Educator." Access AIHCP Store: click here

Instructor: Your instructor for this course is Dominick L. Flarey, Ph.D, RN-BC, ANP-BC, a certified advance practice nurse, adult nurse practitioner and has held past positions in nursing at the Executive level. He is the Executive Director of the American Institute of Health Care Professionals, Inc. Access information.

GRADING: You must achieve a passing score of at least 70% to complete this course and receive the 25 hours of awarded continuing education credit. There are no letter grades assigned. You will receive notice of your total % score. Those who score below the minimum of 70% will be contacted by the and options for completing additional course work to achieve a passing score, will be presented.

Online Classroom Resouces and Tools

* Message Boards: each specialty program has an area to "post" on the message board. Students may post messages at anytime. Posting allows students to converse with those in the same specialty practice and to discuss issues/course content etc. Instructions for posting are provided in the online classrooms.

* Chat Rooms: each specialty has it's own unique "chat room." Inside of the classroom there is a schedule for "chat time" with students in your specific specialty practice. Participating in "chats" is voluntary. The chat sessions are used as means for students to come together and discuss course content or anything related to the courses and/or certification specialty.

* Examination Access: there is link to take you right to the online examination program where you can print out your examination and work with it. All examinations are formatted as "open book" tests. When you are ready, you can access the exam program at anytime and click in your responses to the questions. Full information is provided in the online classrooms.

* Student Resource Center: there is a link for access to a web page "Student Resource Center." The Resource Center provides for easy access to all of our policies/procedures and additional information regarding applying for certification. We also have many links to many outside reference sites, such as online libraries that you may freely access.

* Online Evaluation: there is a link in the classroom where you may access the course evaluation. All students completing a course, must, without exception, complete the course evaluation.

* Faculty Access Information: you will have access to your instructor's online resume/biography, as well as your instructor's specific contact information.

* Additional Learning Materials: some faculty have prepared additional "readings" and /or brief lecture notes to enhance your experience. All of these are available in the online classrooms.

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COURSE OBJECTIVES: Upon completion of this course, you will be able to:

1. Discuss the evolution of the teaching role of the nurse
2. Recognize trends affecting the health care system and nursing practice
3. Identify the purposes, goals and benefits of client education
4. Compare the education process to the nursing process
5. Identify the six major ethical principles
6. Distinguish between ethical and legal dimensions of the health care system, including patient and staff education
7. Describe the legal and financial implications of documentation
8. Differentiate among financial terms associated with the development, implementation, and evaluation of patient education programs
9. Differentiate among the basic approaches to learning for each of the five learning theories
10. Define the principal constructs of each learning theory
11. Discuss how neuroscience research has contributed to a better understanding of learning and learning theories
12. Outline alternative strategies for learning in a given situation using at least two different learning theories
13. Discuss the nurse educator's role in the learning process
14. Identify the three components of determinants of learning
15. Explain methods that can be used to assess learner needs
16. Discuss the factors that need to be assessed in each of the four types of readiness to learn
17. Discuss ways to assess learning styles
18. Identify the evidence that supports assessment of learning needs, readiness to learn, and learning styles
19. Identify the physical, cognitive, and psychosocial characteristics of learners that influence learning at various stages of growth and development
20. Determine the role of the family in patient education
21. Discuss appropriate teaching strategies effective for learners at different developmental stages
22. Discuss compliance and motivation concepts and theories
23. Identify incentives and obstacles that affect motivation to learn
24. State axioms of motivation relevant to learning
25. Assess levels of learner motivation
26. Compare and contrast selected health behavior frameworks and their influence on learning
27. Describe the characteristics of those individuals at risk for having difficulty with reading and comprehension of written and oral language
28. Identify clues that are indicators of reading and writing deficiencies
29. Assess the impact of illiteracy and low literacy on client motivation and compliance with health care regimens
30. Recognize the role of the nurse educator in the assessment of client's literacy skills
31. Describe specific guidelines for writing effective education materials


1. Historic foundation for teaching role of nurses
2. Social, economic and political trends affecting health care
3. Purpose, goals, benefits of client education
4. Role of the nurse educator
5. Obstacles to learning
6. Views of ethics, morality and the law
7. Evolution of ethical and legal principles related to client education
8. Legality of patient education and documentation
9. Economic factors of patient education
10. Program planning and implementation
11. Cost-benefit and cost-effectiveness analysis
12. Applying learning theories
13. Neuropsychology and learning
14. Comparison of learning theories
15. Common principles of learning

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