This Study Resource Was: Health Promotion, Restoration, and Preservation Through Patient Education

Health Promotion, Restoration, and Preservation through Patient Education.
m
Lilly Sterner
er as
co
Norquest College
eH w
NFDN 1002 – A01
o.
rs e Allison McFadden-Squire
ou urc
Assignment #2: Teaching Plan
February 4th, 2021
o
aC s
vi y re
ed d
ar stu
is
Th
sh
This study source was downloaded by 100000791773442 from CourseHero.com on 07-26-2021 10:52:41 GMT -05:00
https://www.coursehero.com/file/89901514/NFDN-1002-ASSIGNMENT-2-TEACHING-PLANdocx/
Introduction
The client, Mrs. Rosenshine, is 64 years old, and lives independently in a condo. She has
a history of diabetes, managed with Metformin 500 mg twice daily, and after a spike in her
Hemoglobin A1C results, patient was prescribed a long-acting basal insulin pen. Mrs. R also has
Chronic Obstructive Pulmonary Disease (COPD), is on oxygen, and uses a Ventolin Inhaler as
needed. She has smoked 3 cigarettes a day for the past 10 years. She requires glasses to read
however does not have the correct prescription. She lives alone, except for her dog that barks a
lot. With an achievable, specific plan, instructions on medication, knowledge of health promoting
m
er as
ideologies, and a focus on how to integrate knowledge of health education relating to her
co
eH w
diabetes, COPD and vision impairment, Mrs. Rosenshine will have the opportunity to improve
o.
rs e
her general quality of health and life.
ou urc
Assessment Data and Learning Needs
o
aC s
Learning Need 1: The client has just been prescribed new insulin medication. Teaching her
vi y re
about the way the medication works, its importance of maintaining her blood sugar levels, her
responsibility in recording and monitoring her blood glucose level more frequently, resources to
ed d
ar stu
ensure her impaired vision does not pose a challenge in relation to medication self-management,
and safety checks in insulin medication and pen use are essential for her to keep her diabetes
is
managed and balance the state of her health.

Th
Learning Need 2: Mrs. R would benefit from learning strategies on how to cut down on her use
sh
of tobacco and begin using some “healthier” alternatives, as well as how the cessation of
smoking will improve negative side effects and potentially reverse some of the damage that
diabetes and COPD have done to her body, and in-turn, possibly reduce the amount of
medication and oxygen needed for comfort, improve her overall health, wellness, and prolong
her life.
Priority Learning Need and Diagnosis
Nursing Diagnosis: Knowledge deficit related to client increasing risk of complications
accompanied by her diseases, as evidenced by patient’s continuation of smoking, and naivety to
the detriment diabetes and COPD could have on her if not properly and fully comprehended,
treated, and attended to.
m
Goal: Provide Mrs. Rosenshine clear, thorough, and understandable explanations and
er as
co
demonstrations to assist patient in integrating knowledge into daily life while encouraging her
eH w
o.
approach learning activities from her priority needs.
rs e
ou urc
Expected Outcome (SMART Criteria) Patient will demonstrate how to use Basal Insulin Pen
o
in a way that is most easily understood by her, identify and record blood glucose reading, and
aC s
verbalize why she should, and how she can attempt the cessation of smoking, and the benefits of
vi y re
quitting by the end of our meeting. In a months’ time, A1C will be lowered from 10% to 7%,
ed d
recorded blood sugar levels will show a decrease over the month, and an attempt to stop smoking
ar stu
and intermittent use a low dose nicotine patch will have initiated.
is
Domains of Learning: As Mrs. Rosenshine does have some vison impairment, focusing on her
Th
cognitive and psychomotor learning domains would be most effective. Allowing her watch and
perform a demonstration and practice using her new medication in a safe setting with a nurse
sh
present also promotes the cognitive learning domain, in which if she has questions, requires
some more information, and promote her analysis of the new skills and information. (Potter &
Perry, 2014.)
Client Barriers: Having a visual impairment as well as some auditory distraction from her dog
barking adds difficulty to keeping the client focused. As well, the client may not express any
drive or a positive attitude to quit smoking, but by ensuring the incorporation of simple teaching
in laymen’s terms that is interesting and engaging, there is higher chance of success. If the client
perceives the research as too complicated, too scholarly, or excessively statistical, it may come
across as irrelevant, judgmental, or even demeaning. Highlighting the benefits of the education
will assist in the breakdown of such barriers. (R.Wingard, Nephrology Nursing Journal, 2015.)
Teaching Plan
m
er as
Educational Content: Specific concepts to be covered for Mrs. Rosenshine would be reviewing
co
eH w
the “How” and the “Why” regarding her basal insulin use, monitoring blood glucose, and their
o.
rs e
combined effect on her diabetes. Also providing her with knowledge on the benefits of smoking
ou urc
cessation related to the longevity and quality of her life, as well as her COPD and diabetes.
o
Relating to the Nursing Process, (Potter & Perry, 2014.), this is the time to introduce the patient
aC s
vi y re
to their priority needs based off of their diagnosis, and then collaborate with them while
including their needs and wants when it comes to caring for themselves.
ed d
ar stu
Teaching Methods: It is pertinent that the client is not dealing with any distractions, so the
setting for education must be calm, quiet, and comfortable for Mrs. R. Some teaching strategies
is
for this age group, according to Critical Thinking in Nursing (Lipe, K.S, & Beasley, S., 2004),
Th
specifically with visual decline, are using areas with adequate light and no glare to teach. It is
also suggested to use documents to enhance that psychomotor learning domain, that have large
sh
font and black print on plain white paper that include written instructions are provided on a
calendar-based information sheet, along with medication instructions and reminder check boxes.
Using clear demonstration and formal instruction, integrated into conversation, games,
questionnaires, or inquiring about personal experiences with her health will incorporate her
cognitive learning and hopefully promote motivation to succeed. Weekly phone calls with Mrs. R
will reinforce with verbal instruction and provide feedback for a better chance of behavior
modification again as needed. This will assist in establishing and maintain her independence and
reiterate that this is her choice, and she is making to progress to a healthier life.
Teaching Resources: Presenting Mrs. R with brochures, audio visual material, and posters
containing facts and information about the detrimental affects her choices could have on her life
has a high possibility of sparking her motivation to change and learn. (Potter & Perry, 2014). For
m
er as
example, The American Journal of Public Health (2011) stated that “those who quit at age 65 had
co
eH w
an expected increase in life span of 3.7 years for women relative to persons aged 65 years who
o.
rs e
continued to smoke, showing that cessation at any age yields substantial increases in life
ou urc
expectancy.” When teaching about diabetes and insulin pen administration, an assessment of
o
what the client knows about their illness, as well as an easy video tutorial and sheet of clear,
aC s
vi y re
bold, instructions to make it appear less daunting will hopefully offer the patient confidence and
promote their desire to keep her disease under control.

ed d
Evaluation of learning
ar stu
Evaluation of Mrs. Rosenshine’s personal feelings of wellbeing will be measured weekly using
is
the scale 1- 10. Wellbeing referring to the client’s perception of her overall health, if she has
Th
noticed any changes in her blood sugar decreasing, as she will be recording that daily, and if that
is having any effect on her attitude and mentality towards her health. An evaluation of her
sh
shortness of breath, need for inhalers, and other COPD related symptoms using the scale 1 -10
will be attempted weekly to further promote the health benefits her cessation of smoking will
have. This is to be completed weekly on the phone to encourage ease and client’s freedom, so
there is high chance of Mrs. R completing her goals. Also, she will have a visual reminder for her
to help with cognitive and psychomotor aspects. A large print fridge calendar to keep track of her
blood glucose and days without a cigarette, with easy instructions related to her medication and
tips for smoking cravings, are anticipated to work well for this client, as it is daily reminder for
medication, willpower, understanding, motivation displayed, using large visual cues and ease of
use. Evaluation of her understanding will also include her demonstrating the skill and verbalizing
how success can be attainable before the end of the first meeting. (Potter & Perry, 2014.)
Analysis of the Teaching process
m
er as
Why Teaching is Important: Teaching the client of the health implications of certain products
co
eH w
and choices is extremely valuable to them for them to make what can be a life changing decision.
o.
rs e
Providing teaching allows them to comprehend and absorb new knowledge and facts, and in a lot
ou urc
of instances can allow clients more independence, dignity, control, and strength when facing
o
uncertainties involving their health, and give them confidence in performing their self-care.
aC s
vi y re
(R.Wingard, Nephrology Nursing Journal, 2015.)
Strengths and Challenges: As it really is the client’s choice whether they would like to follow
ed d
ar stu
the information provided to them, of course there will be a chance of failure in the participation
on the client’s behalf, which would still leave them with declining health. Though a strength of a
is
teaching plan is to lay out education and inform clients in a way that is truthful and understood
Th
by their health literacy, (Potter & Perry, 2014.), it can most definitely be a struggle when it comes
to having the client feel optimistic and have a positive attitude about their journey, truly want to
sh
make a change, or find the value and significance of what you are teaching. It is entirely their
decision whether they implement the education into their life.
Benefits: Being faced with cold, hard facts from an individual who is educating you out of care
for your wellness is a very effective way to have the client appreciate the nurse’s insight, and
what they are offering the client. Knowledge is power, so having an organized, measurable,
achievable goal, and resources available and set up for the client through a teaching plan is
immensely beneficial for their health. Education, specifically through a teaching plan offering
many resources, are effective when integrated through metacognition. According to the Journal
of Academic Medicine (2019), “self-reflection on the process of thinking and self-regulation in
monitoring decision making involves purposeful engagement of problem solving through
m
er as
reflection and deliberative examination of one’s own reasoning”, which is provided to the patient
co
eH w
according to their learning needs and domains through via a teaching plan. Having someone else
o.
provide the client with what they need to do to succeed in their health journey also can offer the
rs e
ou urc
client a sense of hope and motivation to pursue their goals.
o
Conclusion
aC s
vi y re
Success for Mrs. Rosenshine would be achieved if she were able to understand her diseases
better, acknowledge how to slow their effects on her body, was comfortable attempting to
ed d
manage her symptoms, appreciated this new knowledge, tried to apply her new knowledge to her
ar stu
lifestyle, and eventually physically feel the betterment of her health and decrease of her
is
symptoms, ultimately “rewarding” the client on their journey. Challenges are present through her
Th
compromised vision and possible attitude of unwillingness, but in this case, it is pertinent to
reiterate to Mrs. R that she is capable enough, deserving enough, and would make quite a
sh
significant change in the longevity, restoration, and promotion of her health. When providing her
education, it is vital that she recognizes that she is not being shamed or judged for her choices
but remaining naïve about controlling her diseases will only harm her overall wellness and cause
further deterioration of her body. The encouraging, reassuring, concerned, but helpful style of
communication and resources are a substantial element in this interaction as this determines her
level of success from the get-go. She must feel supported and uplifted, so that excitement and
motivation are her primary feelings toward this journey, and she knows that she will never be
alone when attempting to take care of herself.
m
er as
co
eH w
o.
rs e
ou urc
o
aC s
vi y re
ed d
ar stu
is
Th
sh
References
Potter & Perry (2014). Canadian Fundamentals of Nursing. Fifth Edition, pp. 291-299.
Elsevier Canada.
Wingard. R. (2015). Patient Education and the Nursing Process: Meeting the Patient's
Needs. Nephrology Nursing Journal 32(2), p. 211, Anthony J. Jannetti (2005).
proquest.com/openview/ddef94896f373b031cb1bcefe2766b15/1?pq-
origsite=gscholar&cbl=45638
Lipe, K.S, & Beasley, S. (2004). Critical Thinking in Nursing: A Cognitive Skills
Workbook, pp. 171-183. Lippincott Williams & Wilkins, Wolters Kluwer Health.
m
er as
Taylor, D.H., Hasselblad.V, et.al., (2011) Benefits of Smoking Cessation for Longevity.
co
eH w
The American Journal of Public Health.
ajph.aphapublications.org/doi/full/10.2105
o.
rs e
ou urc
Celeste, S.R, Hayes, M.M, et.al., (2019) Teaching Critical Thinking: A Case for
Instruction in Cognitive Biases to Reduce Diagnostic Errors and Improve Patient Safety. Journal
of Academic Medicine 94(2), pp. 187-194.
o
doi/10.1097/ACM.0000000000002518
aC s
vi y re
ed d
ar stu
is
Th
sh
Powered by TCPDF (www.tcpdf.org)

This Study Resource Was: Health Promotion, Restoration, and Preservation Through Patient Education

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

This Study Resource Was: Health Promotion, Restoration, and Preservation Through Patient Education

Uploaded by

Copyright:

Available Formats

Health Promotion, Restoration, and Preservation through Patient Education.

managed and balance the state of her health.

Priority Learning Need and Diagnosis

Nursing Diagnosis: Knowledge deficit related to client increasing risk of complications

accompanied by her diseases, as evidenced by patient’s continuation of smoking, and naivety to

treated, and attended to.

promote their desire to keep her disease under control.

Analysis of the Teaching process

(R.Wingard, Nephrology Nursing Journal, 2015.)

decision whether they implement the education into their life.

of Academic Medicine (2019), “self-reflection on the process of thinking and self-regulation in

monitoring decision making involves purposeful engagement of problem solving through

alone when attempting to take care of herself.

You might also like