Developmental Teaching Plan for Patients

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  1. Introduction
  2. Situation and Background
  3. Learner Needs Assessment
  4. Learning Style
  5. Readiness of the Learner
  6. Goal Development
  7. Learning Outcomes
  8. Conclusion
  9. Question 2
  10. References

Introduction

One of the most crucial nursing duties is educating patients and their loved ones on how to react to their healthcare issues and promote health. The objective of this article and the teaching template is to enable nurses to offer patients an appropriate and sufficient teaching plan that allows them to comprehend and succeed in the future. By having a suitable and comprehensive strategy, the patient may adequately care for themselves, avoid injury, sickness, and subsequent issues, continue to become stronger, and encourage well-being. As nurses, we are capable of becoming excellent educators for our patients. According to Miller and Stoeckel (2019), learning is the process of altering one’s behavior as a consequence of one’s experiences. Nurses can provide their patient’s assistance through both illness and wellness. They may provide patients with the essential tools to help them achieve and overcome obstacles. The Learning and Teaching Method and the Nursing Process offer a comprehensive approach to addressing the health issues of patients (Miller and Stoeckel, 2019). By providing patients with the appropriate knowledge and resources, it will be easier for them to restore their health.

Situation and Background

Patricia Patterson, an 89-year-old patient, was just diagnosed with Pneumonia and will need a Home Health nurse to administer IV antibiotics daily via her CVAD. She has a PICC line in her upper right arm. She will need substantial instruction. She is 5’4″ tall and weighs 92 pounds. She has smoked thirty packs yearly and presently consumes fifteen cigarettes daily. COPD, Atrial fibrillation, Congestive heart failure, Hypertension (HTN), Osteoporosis, and coronary artery disease have been detected in her.

Learner Needs Assessment

Ms. Patterson is an older woman with a 9th-grade education and a 5th-grade reading capacity. Consequently, her ability to comprehend treatment material, how the knowledge pertains to her, to make decisions, and to express herself must be evaluated. Additionally, she is concerned about the “tubes” protruding from her arm. She wants to recover and resume her usual routine as soon as possible. She should be reviewed by the cardiologist, ophthalmologist, pulmonologist, dietitian, and psychologist before discharge. A physiotherapist must evaluate the client to determine their physical capacity and tolerance. A social worker was contacted to gather recommendations for smoking cessation services and other details. Additionally, the client will be returned home with home health, which will deliver IV antibiotics via the PICC inserted in her upper right arm; the local nurse must reiterate all instructions offered during hospitalization.

Learning Style

She claims that she has previously studied more effectively via video viewing, group discussions, and hands-on activities. The patient can experience real-world circumstances via hands-on instruction and learning. Videos appeal to a large audience because their visual and aural qualities enable users to assimilate information in a natural manner (Miller & Stoeckel, 2019). In addition to brochures and textual directions, multimedia tools and easy-to-understand pamphlets are more suitable for her learning style.

Readiness of the Learner

Learning preparedness refers to a person’s propensity to seek information and engage in behavior modification. The readiness of the Learner or eagerness to learn is an arousal of interest or manifestation of curiosity that happens when a client makes a deliberate decision to study (Miller & Stoeckel, 2019). Ms. Patterson’s readiness to learn is evaluated as level two, depending on her desire to comprehend why this occurred, how she may avoid it, her ability to follow specific healthcare rules, and her developmental and physiological capacities (advanced age and minimal academic education).

Goal Development

The main goal of this educational strategy for Ms. Patterson is to help her comprehend why she is taking Lasix and Potassium. Heart failure is a disorder in which the heart cannot adequately pump oxygen-rich blood throughout the body. This promotes fluid retention in the body; therefore, reducing the number of fluids and salt (sodium) consumed may help avoid these symptoms. Ms. Patterson has been diagnosed with hypertension (HTN) and chronic heart failure (CHF), both of which are heart attack risk factors (Tackling & Borhade, 2022). Heart failure is a chronic illness that often develops gradually (Taylor et al., 2019). Nevertheless, it might develop unexpectedly, such as after a heart attack.

Therefore, the patient has to be aware of the Lasix and Potassium effect in treating hypertension and congestive heart failure on the patient’s longevity. In this context, the patient has to be aware of how to properly administer Lasix and maintain the Potassium-focused diet. Consequently, the patient will be given information and educational resources tailored to her learning type to assist her in making the best choices for her mental and physical well-being. Before being released from the hospital, the caregiver will ask Ms. Patterson to express her knowledge of the entire therapy. After the plan implementation, the patient should be able to express how to maintain BP within a personally acceptable range with the use of prescribed medication and nutrition.

Learning Outcomes

Based on provided educational interventions, the patient will have a full grasp on the situation, allowing her to make well-informed healthy decisions and independently engage with the treatment. The first outcome is that the patient will engage in activities that minimize blood pressure and heart workload, such as adhering to hypertensive medications. Another consequence is that Ms. Patterson can share her thoughts regarding the health process she is experiencing via psychotherapy. The patient will also show habits that will make her lifestyle shift toward a more health-aware direction. All of these techniques will assist Ms. Patterson in achieving an overall improvement in her health.

Conclusion

One of the most crucial nursing duties is educating patients and their family members on how to react to their healthcare issues and promote health. The aim and objective of health education are to enhance, maintain, and recover health, including prevention, therapeutic interventions, disease management, and maintenance of clients’ physical and psychological well-being. Nurses can provide their patient’s assistance through both illness and wellness. They may provide patients with the essential tools to help them achieve and overcome obstacles.

Question 2

Patient: _Ms. Patterson Student Name: _______________________

Learning objectives:
& domains 		Content
(APA Outline/Format) 		Strategies (Chapter. 11) and (Table 11-5)
Materials (Chapter. 12) & Time Frame
(Minimum of 2) 		Evaluation
(Minimum of 2)
By the end of this lesson, the client:
1.
will be able to
comprehend why she is taking Lasix and potassium medications

Domain #1:
Cognitive

3 questions:
1. What effects does Lasix have on the body?
2. Why is it important to maintain a certain Potassium level in the organism?
3. What conditions are going to be addressed by the chosen treatment?

(Tackling & Borhade, 2022)
  1. Intro

Blood pressure is calculated by multiplying cardiac output with peripheral resistance. A rise in cardiac output or peripheral resistance may result in hypertension.

  1. Location/Time

Patient room in the morning

  1. Environment

Hospital environment

  1. Equip (NOT Materials)

Screen for video presentation

  1. Discuss Plan with Pt

During the discussion, the client should be informed regarding the importance of maintaining blood pressure within acceptable ranges to lower the risk of hypotensive disorders.

  1. Assess Readiness Level

The readiness of the client to learn is assessed by how the client asks questions concerning the topic of discussion

  1. Teach (Step by Step)

Inform the patient regarding her current health condition. Inform the patient regarding the Lasix effects. Inform the patient regarding Potassium nutrition. It is critical to remind the patient of the importance of lowering sodium intake. Additionally, the patient is taught to maintain their physical activity levels.

  1. Evaluation

The patient was able to express how to maintain BP within a personally acceptable range with the use of prescribed medication and nutrition
  1. Strategy: Lecture with discussion and questions and answers

Lecture a practical approach for providing the patient with a large amount of information in a short time span. It provides reasonable generalization of the topic and introduces patients into the matter. Additionally, it helps the patient perceive things from a variety of angles.

  • Instructional Material (s) needed: (x3)

1 Poster
2 Digital Photographs
3 Video Clips

  • Time Frame: 10 – 15 Mins.
  1. Strategy: Simulation

Simulated teaching aims to replicate real-world circumstances as closely as possible, with patients acting as instructors. As the simulation proceeds, patients respond to environmental changes by analyzing the ramifications of their choices and future actions.

  • Instructional Material (s) needed: (x3)

1 Video clips
2 Handouts
3 Mobile devices

  • Time Frame: 10 – 15 Mins.
  1. The patient was able to understand and follow the prescribed pharmacological regimen.

MET

  1. Patient comprehended the medication’s effects on the body and the manifestations requiring reporting.

MET
2.
will be able to
increase awareness and make conscious and well-informed decisions regarding her nutrition plan

Domain #2:
Affective

3 questions:
1. What food and beverages did the patient consume prior to hospitalization?
2. What were the usual time and eating occasion patterns?
3. What types of food should be included or excluded from the regular eating pattern?

(Centers for Disease Control and Prevention, n.d.)
(Oria et al., 2019)
  1. Intro

Foods rich in potassium are essential in dealing with hypertension (high blood pressure or HBP) since it lessens the impact of sodium on the body. In short, the more potassium the patient consumes, the less sodium concentration in the organism. In addition, potassium eases the blood vessel wall tension, which also contributes to a lower HBP. Potassium-focused diet is generally recommended even for overall healthy people who, however, display BP levels higher than normal (120/80). In this context, a potassium-focused diet can prove harmful in patients suffering from kidney disease due to their body’s inability to handle potassium.

  1. Location/Time

The learning process will occur early in the morning when the patient is fully active.

  1. Environment

Hospital environment

  1. Equip (NOT Materials)

Presentation equipment

  1. Discuss Plan with Pt

During the plan discussion with the patient, the emphasis should be put on the importance of long-term eating habit development. In this context, the client should be presented with the concept of a potassium diet and offered both an individual and familial educational activity.

  1. Assess Readiness Level

The readiness of the client to learn is assessed by how the client asks questions concerning the topic of discussion

  1. Teach (Step by Step)

Inquire about the regular eating routines and patterns of the patient and her family. Inform about the food rich in potassium and inquire how popular is this food type in the family. Initiate the discussion regarding potential ways of implementing dietary guidelines into the eating routine.

  1. Evaluation

The thoroughness and overall engagement level in the discussion will showcase the effectiveness of the intervention
  • Strategy: One-to-One Individual Instruction

A one-on-one learning environment enables the patient to interact openly and honestly with the instructor. There is personal attention, and the educator will listen to the patient actively. They also help the client in real-time with problems and keep their attention focused the whole time.

  • Instructional Material (s) needed: (x3)

1 Video media
2 Audio media
3 Dietary handouts and patient education pathways

  • Time Frame: 10 – 15 Mins.
  • Strategy: Group (family) activities and discussion

Increases the patient’s and her family’s interest and engagement. Lectures mixed with discussions can help maintain their focus. As they discuss their answers, they get different perspectives on the topic

  • Instructional Material (s) needed: (x3)

1 Poster
2 Mobile devices
3 Instructional handouts and patient education pathways

  • Time Frame: 10 – 15 Mins.
  1. Client was able to adequately receive and respond to the new nutrition information

MET

  1. Client and her family were able to organize new values in future nutrition intake and respectively characterize the evidence by value

MET
3.
will be able to recognize the Lasix medication, practice its administration, and memorize the reporting routine

Domain #3:
Psychomotor

3 questions:
1. What is the correct Lasix dosage and intake intervals?
2. What are the potential adverse drug reactions?
3. What are the steps of action in case of adverse symptoms?

(Roby et al., 2018)
  1. Intro

Proper drug administration is vital in terms of avoiding the current condition’s exacerbation. It is also important to be mindful of potential adverse drug reactions. An adverse drug reaction is defined as a negative response to the medical intervention in the form of the use of prescribed medicine that implies a warning against future drug administration. In this context, the chosen treatment can be either stopped or altered, including the medicine dosage and intake regime changes or complete product withdrawal.

  1. Location/Time

The learning process will occur early in the morning when the patient is fully active.

  1. Environment

Hospital environment

  1. Equip (NOT Materials)

None

  1. Discuss Plan with Pt

In light of Lasix prescription, the patient has to be informed about the expected treatment course and warned regarding possible issues.

  1. Teach (Step by Step)

Demonstrate the individualized Lasix administration and intake plan. Inform the patient of potential adverse effects.

  1. Teach Back

Ask for the patient to paraphrase and illustrate the knowledge of Lasix administration. Simulate the response to adverse symptoms’ occurrence.

  1. Evaluation

The patient was able to express sufficient knowledge on Lasix administration, intake plan, and successfully passed the simulation.
  1. Strategy: Demonstration

Demonstration refers to performing specific actions in front of the patient. It is a fitting method for incorporating the patient’s cognitive and psychomotor skills in the learning process. Due to the need to repeat the demonstrated actions in front of the educator, the patient will have to verbalize and showcase the comprehended material.

  • Instructional Material (s) needed: (x3)

1 Handouts
2 Medication samples
3 Video media

  • Time Frame: 10 – 15 Mins.
  1. Strategy: Simulation

Simulated teaching aims to replicate real-world circumstances as closely as possible, with patients acting as instructors. As the simulation proceeds, patients respond to environmental changes by analyzing the ramifications of their choices and future actions.

  • Instructional Material (s) needed: (x3)

1 Video media
2 Handouts
3 Mobile devices

  • Time Frame: 10 – 15 Mins.
  1. Client was able to learn the norms regarding Lasix intake and administration and demonstrate the knowledge in return

MET

  1. Client was able to memorize the potential adverse effects and successfully simulate the corresponding course of actions in case of their occurence

MET

References

Centers for Disease Control and Prevention (n.d.). . Web.

Oria, M., Harrison, M., & Stallings, V. A. (2019). Dietary reference intakes for sodium and potassium. The National Academic Press.

Miller, M. A., & Stoeckel, P. R. (2019). Client education: Theory and practice. Jones & Bartlett Learning.

Roby, K. A. C., Tazeen, A., & Swaraj, T. (2018). Assessment of adverse drug reactions from the treatment charts of hospitalized patients suffering with cardiac arrhythmias and complications due to adverse drug reactions. Journal of Dental and Medical Sciences, 17(4), 65-76.

Tackling, G., & Borhade, M. B. (2022). . Nih.gov; StatPearls Publishing. Web.

Taylor, C., Lynn, P., & Bartlett, J. L. (2019). Fundamentals of nursing: The art and science of person-centered nursing care. Philadelphia: Wolters Kluwer.

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