What Is The Nursing Role In Patient Education?

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What Is The Nursing Role In Patient Education
After nurses graduate from a RN to BSN degree program, they become educators even if they do not work as teachers in academia. Nursing is not just about dispensing medication or administering treatments. Nurses also are responsible for teaching patients about preventing and managing medical conditions.

  • By relaying information, nurses help patients take control of their healthcare.
  • Patient education is a significant part of a nurse’s job.
  • Education empowers patients to improve their health status.
  • When patients are involved in their care, they are more likely to engage in interventions that may increase their chances for positive outcomes.

The benefits of patient education include:

Prevention of medical conditions such as obesity, diabetes or heart disease. Patients who are informed about what to expect during a procedure and throughout the recovery process. Decreasing the possibility of complications by teaching patients about medications, lifestyle modifications and self-monitoring devices like a glucose meter or blood pressure monitor. Reduction in the number of patients readmitted to the hospital. Retaining independence by learning self-sufficiency.

Effective patient education starts from the time patients are admitted to the hospital and continues until they are discharged. Nurses should take advantage of any appropriate opportunity throughout a patient’s stay to teach the patient about self-care.

  1. The self-care instruction may include teaching patients how to inject insulin, bathe an infant or change a colostomy pouching system.
  2. Without proper education, a patient may go home and resume unhealthy habits or ignore the management of their medical condition.
  3. These actions may lead to a relapse and a return to the hospital.

To educate patients, nurses may instruct patients about the following:

Self-care steps they need to take. Why they need to maintain self-care. How to recognize warning signs. What to do if a problem occurs. Who to contact if they have questions.

Many patients lack knowledge about healthcare. Nurses must assess their patients to pinpoint the best way to educate them about their health and determine how much they already know about their medical condition. They need to build a rapport with patients by asking questions to zero in on concerns.

Common words and phrases. Reading materials written at a sixth-grade level. Video. Audio.

A hands-on approach is instrumental in guaranteeing that a patient understands medical requirements. Nurses should perform a demonstration and have patients repeat back the information or carry out the procedure themselves. Nurses should also teach the patient’s family members, friends or caregivers at home.

What level of education do they have? Can they read and comprehend directions for medications, diet, procedures and treatments? What is the best teaching method? Reading, viewing or participating in a demonstration? What language does the patient speak? Does the patient want basic information or in-depth instruction? How well does the patient see and hear?

In order to create an environment that is conducive to patient education, nurses should develop a supportive relationship with their patients. Patients equipped with knowledge can make lifestyle changes and remain self-sufficient even if they have a chronic medical condition.
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What is the role of patient education?

Patient education helps chronic disease management because it informs and involves patients in both the care instructions and lifestyle changes necessary to keep adverse outcomes at bay.
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What are the 3 roles of nursing?

Nurses are Key to the Health of the Nation –

There are over 4 million registered nurses in the United States today. That means that one in every 100 people is a registered nurse. Nurses are in every community – large and small – providing expert care from birth to the end of life. According to the January 2012 “United States Registered Nurse Workforce Report Card and Shortage Forecast” in the American Journal of Medical Quality, a shortage of registered nurses is projected to spread across the country between 2009 and 2030. In this state-by-state analysis, the authors forecast the RN shortage to be most intense in the South and the West Nurses’ roles range from direct patient care and case management to establishing nursing practice standards, developing quality assurance procedures, and directing complex nursing care systems.

: What is Nursing & What do nurses do? | ANA Enterprise
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What are the roles and responsibilities of nursing?

Registered Nurse Job Duties and Responsibilities – An RN’s typical day varies depending on a number of factors, including the location they work in, both geographically and in terms of the type of facility; the size of the staff and nursing team; and the population they serve.

Assessing, observing, and speaking to patients Recording details and symptoms of patient medical history and current health Preparing patients for exams and treatment Administering medications and treatments, then monitoring patients for side effects and reactions Creating, implementing, and evaluating patient care plans with the medical team Performing wound care, such as cleaning and bandaging them Assisting in medical procedures as needed Operating and monitoring medical equipment Drawing blood, urine samples, and other body fluids for lab work Educating patients and family members on treatment and care plans, as well as answering their questions Supervising licensed practical and vocational nurses, nursing assistants, and nursing students

So what does a day in the life of an RN look like? According to Glynn, the shift typically starts with getting a report from the previous shift. Then the RN will complete their own assessment of the patient by obtaining their vital signs like blood pressure and heart rate.
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What is the most important goal in patient education?

Primary prevention is considered the most cost-effective and beneficial method of prevention in the healthcare system. The goal of primary prevention is to prevent disease or illness from happening through educational channels, vaccines, and other interventions.
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How do you ensure patient education?

Once you have assessed your patient’s needs, concerns, readiness to learn, preferences, support, and possible barriers to learning, you will need to:

Make a plan with your patient and their support personAgree with the patient on realistic learning objectivesSelect resources that fit the patient

The first step is to assess the patient’s current knowledge about their condition and what they want to know. Some patients need time to adjust to new information, master new skills, or make short- or long-term lifestyle changes. Your patient’s preferences can guide your choice of education materials and methods.

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Find out how your patient likes to learn.Be realistic. Focus on what your patient needs to know, not on what is nice to know.Pay attention to the patient’s concerns. The patient may have to overcome a fear before being open to teaching.Respect the patient’s limits. Offer the patient only the amount of information they can handle at one time.Organize the information for easier comprehension.Be aware that you may need to adjust your education plan based on the patient’s health status and environmental factors.

With any type of patient education, you will likely need to cover:

What your patient needs to do and whyWhen your patient can expect results (if applicable)Warning signs (if any) your patient should watch forWhat your patient should do if a problem occursWho your patient should contact for questions or concerns

There are many ways to deliver patient education. Examples include one-on-one teaching, demonstrations, and analogies or word pictures to explain concepts. You can also use one or more of the following teaching tools:

Brochures or other printed materialsPodcastsYouTube videosVideos or DVDsPowerPoint presentationsPosters or chartsModels or propsGroup classesTrained peer educators

When selecting materials:

The type of resources that a patient or support person responds to varies from person to person. Using a mixed media approach often works best.Keep your assessment of the patient in mind. Consider factors such as literacy, numeracy, and culture as you develop a plan.Avoid fear tactics. Focus instead on the benefits of education. Tell your patient what to pay special attention to.Be sure to review any materials you plan to use before sharing them with the patient. Keep in mind that no resource is a substitute for one-on-one patient teaching.

In some cases, it may not be possible to get the right materials for your patients’ needs. For example, it may be hard to find materials on new treatments in certain languages or on sensitive topics. Instead, you may try having a discussion with the patient on sensitive topics or creating your own tools for the patient’s needs.
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What are the 3 P’s in nursing education?

Master’s Programs Preparing Nurse Educators – As a response to the nursing faculty shortage, nursing educators were urged to provide increased opportunities in graduate programs to prepare faculty. A number of master’s programs with nurse educator tracks were created as a result of this strategic curricular shift.

Consequently, as nurse educator programs increased, the need for standards to help guide the curricula was needed. Accrediting bodies, such as the American Association of Colleges of Nursing (AACN) provided such guidelines. The AACN developed the Essentials of Master’s Education for Advanced Practice Nursing to serve as a framework for all master’s programs in nursing.

It is important to note that there are core elements of the Essentials that assist programs in developing their curriculum to prepare students for direct care roles. The direct care core, which is one of three components necessary for a Nurse Educator Graduate Program curriculum, is essential for an individual to provide direct patient level care at an advanced level.

Physical/Health AssessmentPhysiology and PathophysiologyPharmacology

The 3 P’s of Nursing not only provide a framework for nurse educator programs to prepare their students but this core competency prepares graduates to assume responsibility, accountability and leadership roles in addressing many of the gaps and growing population needs in health care.

Nurses play a vital role in health care to address evolving patient needs, so it is important to find a graduate level program that has the ability to meet these challenges. The AACN emphasizes the importance of students’ ability to evaluate health and illness experiences of clients, to assess an individual’s response to pharmacologic management of illness, and have the basic understanding of pharmacologic principles, which includes the cellular response level.The 3 P’s of nursing are essential in advanced practice today and are integrated within the curriculum of the Benedictine University online MSN program’s Nurse Educator concentration,

Benedictine University prepares students to become future leaders in education and ensure their curricular decisions are evidence-based and on the cutting edge of national trends in health care. Here’s a look into Benedictine’s Online MSN Nurse Educator curriculum: Advanced (Physical) Health Assessment.

This course builds upon the student’s previous health assessment experience to provide the foundation for advanced roles in nursing. The course emphasizes physical, psychosocial, spiritual, and functional assessment among diverse populations. Advanced assessment topics include focused health histories, advanced physical assessment techniques, differentiation of assessment findings, and health assessment documentation standards.

Advanced Pathophysiology. The course focuses on the application of advanced knowledge of the complex physiological functions and pathophysiological processes to the care of individuals with health care problems. Course content examines alterations in function as well as adaptive, integrative and regulatory mechanisms at the molecular, cellular, organ and system levels.

  1. The course is designed to enable the graduate nursing student to recognize and analyze these physiological changes, and to apply this knowledge in a wide variety of clinical settings.
  2. Advanced Pharmacology.
  3. This course provides the graduate nursing student with the necessary knowledge to develop a greater understanding of pharmacology and application.

The course content builds upon the student’s current understanding of pharmacology. Students will explore the principles of pharmacology as they apply to various disease processes with consideration of medication selection factors, client adherence, and ethical implications.
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What are the 7 nursing roles?

Role of Nurses in Healthcare: Basic Duties Medication and treatment administration. Client education. Case management. Recording medical information.
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What are 3 nursing priorities for patient care?

Course preview – Disclosure Form The purpose of this module is to discuss the nurse’s role in safe and effective patient care through prioritization and delegation. By the completion of this module, the nurse should be able to:

  1. Discuss the importance of prioritization in delivering patient care.
  2. Consider the application of ABC, Maslow, and the Nursing Process into the prioritization of patient care.
  3. Apply the concepts of ABC, Maslow, the Nursing Process, and time-sensitive indicators to prioritizing patient care.

Prioritization in Nursing Care Nursing programs devote a significant amount of time and attention to teaching nurses how to prioritize their time to deliver safe and effective care. While in school, a vast majority of clinical training involves caring for one or two patients with oversight from faculty and nurse preceptors.

However, once the graduate nurse is in the clinical setting, they are often faced with a much higher patient load and there are many things that demand the nurse’s attention. The ability to prioritize and manage time is vital for any successful nurse, whether a novice or expert. Yet, prioritizing and managing time is not necessarily information that can be memorized or easily taught in a textbook.

There are many skills that converge to make safe decisions when delivering care to a group of patients (Jessee, 2019). This module will consider those skills and the most optimal ways nurses can provide care that is safe and effective through prioritization.

  1. It is not unusual for a nurse to arrive on their unit and be tasked with assuming the care of up to six or seven patients with serious illnesses in a given shift.
  2. Nurses should remember they have a right to refuse any assignment they deem unsafe.
  3. However, once accepting the patient assignment, the nurse must determine how to proceed with the shift and meet the multifaceted demands of assessments, healthcare provider calls, administration of medications, patient advocacy, delegation of appropriate tasks to other members of the nursing team, facilitation of diagnostic testing, and family communication.
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Organizing all these demands can be quite challenging, and overlooking a step can lead to a medical error or a near-miss. While most nurses working consistently on the same unit will achieve competency of prioritization within their first year, there are situations where ongoing difficulty exists in managing patient care.

For travel nurses with ongoing assignment changes, new graduate nurses, or nurses who are frequently reassigned to work on an outside unit, managing patients and performing appropriately and effective prioritization can be especially challenging. When removed from their “comfort zone,” many nurses have difficulty acclimating to a different or unfamiliar environment.

This difficulty may manifest as deficits in clinical reasoning and judgment which can interfere with prioritization and determination of the most pressing issues (Kavanagh & Szweda, 2017). Nursing school curriculum teaches nurses to utilize many resources to establish priorities including:

  • Airway, breathing, and circulation (ABCs),
  • Maslow’s hierarchy of needs (basic needs first, see Figure 1 below),
  • Nursing Process (see Figure 2 below),
  • Time-sensitive indicators that are relevant in the acute care setting
    • healthcare provider’s orders,
    • medication administration
    • treatments,
    • patient data interpretation,
    • knowledge recall about patient conditions,
    • triaging or ranking of patient risks (Jessee, 2019).

ABCs Nurses should apply the concept of ABCs to each patient situation. Prioritization begins with determining immediate threats to life as part of the initial assessment and is based on the ABC pneumonic focusing on the airway as priority, moving to breathing, and circulation (Ignatavicius et al., 2018).

Maslow’s Hierarchy of Needs Abraham Maslow was a psychologist who created the hierarchy of needs triangle to demonstrate human needs and their order of importance. According to his theory, needs that are lower on the triangle should be met prior to those higher on the triangle. If basic needs are missing, the higher-level needs are not likely to be met.

The bottom four levels are recognized as deficiency needs and the top level, self-actualization is known as “being” needs; this level is often not achieved by everyone. The nurse’s focus during patient care is focused on the lower level needs when prioritizing care. Nursing Process Clinical judgment and prioritization of patient care is built on the nursing process. Nurses learn the steps of the nursing process in their foundational nursing course and utilize it throughout their academic and clinical career to direct patient care and determine priorities. The nursing process steps are:

  • Assessment (noticing what is going on with the patient)
  • Analysis (interpreting what is going on with the patient through reviewing lab work, diagnostic testing, patient history, complaints and observations)
  • Planning and Implementation (responding to the needs of the patient through prioritizing the needs of a patient or patient group)
  • Evaluation (reflecting on the care given) (Ignatavicius et al., 2018).

For expert nurses, the ability to prioritize based on these processes is predominately intuitive, and tasks are completed in a prioritized manner without much conscious thought. In unfamiliar situations, patient prioritization should be approached as a structured process, highlighting risk factors that may contribute to a decline in the patient’s condition and potential interventions that can reduce the risk of adverse outcomes (Jessee, 2019).

  • Too often, a failure to recognize important patient data or an inability to interpret findings due to a foundational knowledge deficit can lead to adverse events, and the nurse may not realize the implications until it is too late.
  • Failure to rescue or failure to recognize and act early during a patient decline can result in avoidable morbidity or mortality.

Seasoned nurses are able to pull from their depth of knowledge and experience that allows them to act deductively and intuitively when prioritizing patient care. The novice nurse or one unfamiliar with a condition or patient situation has less experience to pull from and works from a more rigid knowledge base derived from textbook situations that may not mirror the current patient concerns.

Practice and experience are the foundations of prioritizing patient care (Jessee, 2018). Case Studies for Prioritization Practice Case Study 1 Rachel is a medical-surgical nurse that has been practicing for two years in her unit. Today, she has been asked to work in the emergency department (ED) and has the following patients.

In what order should she see the following patients, and why? (Answer key is below)

  1. A 10-year-old with a 2 cm laceration to her left arm. The laceration is bleeding through a 4 X 4 gauze every 5-10 minutes.
  2. A 21-year-old with complaints of a “migraine headache,” vomiting, pain (9 out of 10), and unable to open their eyes due to light sensitivity.
  3. A 62-year-old male with COPD and increased difficulty breathing for the past two hours. His family reports a recent cold and significant worsening in the past 24 hour

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What is the 4 step patient education process?

The guidelines are based on the four components of the patient education process: assessment, planning, implementation and evaluation (APIE) (Bastable, 2017). Each component is essential for effective patient education.
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What are the three purposes of patient education?

Maintenance and promotion of health and illness prevention, restoration of health, and coping with impaired functions.
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Who is responsible for patient education?

Patient education can be defined as the process of influencing patient behavior and producing the changes in knowledge, attitudes and skills necessary to maintain or improve health. The Latin origin of the word doctor,”docere,” means “to teach,” and the education of patients and their families, as well as communities, is the responsibility of all physicians.

Family physicians are uniquely suited to take a leadership role in patient education. Family physicians build long-term, trusting relationships with patients, providing opportunities to encourage and reinforce changes in health behavior. Patient education is, therefore, an essential component of residency training for family physicians.

Patient education is critically important because it is clear that the leading causes of death in the United States (i.e., heart disease, cancer, stroke, lung disease and injuries) are closely associated with unhealthy lifestyles. There is also strong evidence to suggest that counseling and patient education provide substantial benefits.

Providing patients with complete and current information helps create an atmosphere of trust, enhances the doctor-patient relationship and empowers patients to participate in their own health care. Effective patient education also ensures that patients have sufficient information and understanding to make informed decisions regarding their care.

To provide effective patient education, a variety of practical skills must be mastered. These include ascertaining patients’ educational needs, identifying barriers to learning, counseling concisely, evaluating and utilizing written, audiovisual and computer-based patient education materials, and incorporating education into routine office visits.

Recognize patient education as essential to the discipline of family medicine and as an integral part of each patient encounter. Recognize that educational interventions are essential in the treatment of disease and in the maintenance of health. Recognize the responsibility of the physician to educate the patient and the family. Emphasize the necessity of educating the patient and/or responsible parties in issues involving informed consent. Appreciate the importance of assessing a patient’s educational needs, readiness to learn and comprehension of information. Recognize that cultural differences affect health beliefs and that patient education must take these differences into account. Value the opportunity to utilize “teachable moments” in a patient-physician encounter. Understand the need to empower the patient in the decision-making process. Value the power of a trusting, long-term doctor-patient relationship in effecting behavior change. Promote the physician’s role in influencing the health status of the community through involvement in community education projects. Recognize the responsibility to model healthy lifestyle practices.

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Principles of patient education Adapt teaching to the patient’s level of readiness, past experience, culture and understanding. Create an environment conducive to learning with trust, respect and acceptance. Involve patients throughout the learning process by encouraging them to establish their own goals and evaluate their own progress. Provide motivation by presenting material relevant to the patient’s needs. Provide opportunities for patients to demonstrate their understanding of information and to practice skills. Barriers to patient learning Physical condition Financial considerations Lack of support system Misconceptions about disease and treatment Low literacy/comprehension skills Cultural/ethnic background/language barriers Lack of motivation Environment Negative past experience Denial of personal responsibility Selected educational topics* Health promotion/disease prevention Domestic violence Exercise Family planning and pregnancy Immunizations Menopause and hormone replacement Nutrition Osteoporosis Safety and injury prevention Screening for prevalent diseases (e.g., blood pressure, cholesterol) Breast and testicular self-examination Sexuality counseling Smoking cessation Stress management Substance abuse Weight control Well-child anticipatory guidance Disease management Arthritis Asthma/chronic obstructive pulmonary disease Depression/anxiety Diabetes Headaches Hyperlipidemia Hypertension Obesity Sexually transmitted diseases/human immunodeficiency virus (HIV) Sports injuries Upper respiratory infections/otitis media

*—This is not meant to be an exhaustive list of topics. It represents core areas in which family practice residents should have knowledge of specific educational interventions and to which family practice residents should be exposed during teaching opportunities,

Basic skills Identify patient’s educational needs. Gather information about patient’s daily activities, knowledge, health beliefs and level of understanding. Tailor education to the patient’s educational level and cultural background. Inform patient of findings clearly and concisely. Discuss treatment plans in terms of specific behaviors. Encourage questions and provide appropriate answers. Utilize appropriate written, audiovisual and computer-based materials. Short-term plans for acute illness Prepare patient for symptoms and effects of condition, examination or treatment. Assess patient’s ability to carry out treatment plan; identify barriers and individualize treatment plan accordingly. Assess patient’s understanding by having him or her restate the treatment plan. Document educational efforts in specific terms in the record. Long-term strategies for chronic disease Involve patient in setting treatment goals and treatment plan. Present manageable amounts of information to patient over time. Provide opportunities for patient to discuss feelings. Provide patient with adequate feedback on progress toward goals. Assess influence of patient’s background, home and work environment on treatment plan and adapt education accordingly. Document educational efforts in specific terms in the record. Health promotion Determine patient’s health-risk behaviors through interview and health-risk appraisals. Introduce health-promotion topics during “teachable moments.” Assess patient’s priorities and readiness to change health-related behaviors. Respond to patient’s interest in health promotion with specific suggestions for behavior change (e.g., exercise prescription). Employ educational messages appropriate for various stages of behavior change. Enlist assistance of other health care professionals (e.g., nurses, health educators, dietitians, certified fitness instructors). Incorporate use of appropriate community resources. Incorporation of patient education in practice Develop patient education handouts and protocols. Evaluate commercial education resources, such as brochures, books, audiotapes, videotapes and Internet materials. Select instructional materials appropriate for patient’s readiness to learn and level of understanding. Develop systems to facilitate use of patient education materials in office practice. Develop systems to involve office staff in assisting with patient education. Utilize family conferences when appropriate. Participate in health education presentations to community groups. Be aware of emerging technologies.

Each family practice residency program should ensure that faculty and preceptors who provide direct patient care include patient education as an integral part of each patient encounter in order to set examples for residents. Faculty should demonstrate a commitment to patient education by including patient education issues in direct resident teaching and precepting.

  • Questions regarding educational issues should be part of discussions of individual cases during rounds and precepting on an ongoing basis.
  • Each residency is encouraged to form a patient education committee comprising residents, faculty, staff and, if possible, patients and members of the community.
  • This committee may participate in the patient education curriculum for the residency.

The patient education committee may also help to design systems to incorporate patient education activities in a model office practice, so that residents can transfer this knowledge into their own practice situations after graduation. Each residency is encouraged to maintain an adequate supply of patient education materials of all types, including written, audiovisual and computer-based materials.

  • These materials should be organized for easy access, with frequently used materials kept in patient examination rooms.
  • Patient education materials should cover the common health problems in the community, as well as frequently requested health promotion topics.
  • The materials should be appropriate for the reading and comprehension levels and the cultural and ethnic diversity of the patient population.

Each residency should maintain a current list of resources available in the community to supplement the patient education provided in the family practice center and should promote resident familiarity with these resources. Patient education should be taught longitudinally throughout all 36 months of family practice residency.
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What are the components of patient education?

Overarching Elements – From the literature review, several overarching elements emerged which impact the APIE process. Effective patient education focuses on the concepts of “patient-centered” and “patient engagement.” Additionally, effective strategies include plain language and focusing on behaviors and actions, not just knowledge.
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What are the three purposes of patient education?

Maintenance and promotion of health and illness prevention, restoration of health, and coping with impaired functions.
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What are the purposes goals and benefits of patient education?

The purpose of patient education is to increase the competence and confidence of clients for self-management. The goal is to increase the responsibility and independence of clients for self-care.
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Why is it important to educate patients on medication?

2. Effects and Side Effects – Discuss with patients the intended effects and possible or expected side effects of the medication. This will help patients determine whether a medication is working appropriately. It will also help patients identify undesired side effects that may require intervention.
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What role does patient education play in drug safety?

What’s more, patient education can improve medication safety. A 2016 ONC report outlined how providers engaging their patients during the drug prescription process can help identify prescribing errors.
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