Peanut allergies are common in children who are 14 years and below; one of the peanut allergies that are known to be very severe is anaphylaxis. This case involves an11-year old boy who showed symptoms of anaphylaxis reaction, which is a newly diagnosed peanut allergy. The boy lives with a single parent, the father, who works full time during the day. As a result, the boy is taken care of by the parental grandmother, who helps him with most of his daily needs.
A close examination of the 11-year old boy indicated that he had an anaphylaxis reaction. The boy had noisy breathing, which indicated that he had difficulties in breathing, hoarseness, a weak pulse, nausea, and dizziness. In addition, the boy admitted that he felt tightness in the lungs, had a rapid pulse, felt pain in the abdomen, had swellings on his throat and tongue, and felt like vomiting. With these observations, it was evident that the 11-year old boy had an anaphylaxis reaction.
This paper outlines issues related to anaphylaxis and designs a teaching plan for children with this kind of allergy. The paper addresses various beliefs and practices including family values, cultural, social-emotional, cognitive, and family health among other beliefs. A teaching plan for the child has also been designed with suitable goal and objectives, which can enhance his ability to learn like the other learners without the allergy. Lastly, the essay includes an evaluation of the effectiveness of the teaching plan that has been developed.
Beliefs and Practices Relating to the Case Study
There are several beliefs and practices that surround anaphylaxis in children such as the 11-year old boy in the case study. The first practice involves the cognitive part of diagnosis for anaphylaxis. There are a number of ways through which the reaction can be recognized. The first step is to look at the child’s face, to see if there are swellings on it (Gupta et al., 2008). In this case, the 11-year old boy has swellings on the face, tongue and the lips, which show that he is likely to be diagnosed with the reaction. The second step is to look at the child’s skin to see if there are signs of itching and red coloration (Gupta et al., 2008). The boy in the scenario has hives and keeps on rubbing his skin.
The third step in the cognitive practice involves having a conversation with the child to ascertain if he or she has a sore throat, dry mouth, and difficulty in breathing (Gupta et al., 2008). The 11-year old boy admits having a sore throat and a dry mouth. His voice also sounds horse, which indicates that he has a difficulty in breathing. The last cognitive step involves making a thorough observation on the child to see if he has abdominal pain, sweating, nausea, vomiting, rapid pulse, and dizziness (Rentfro, Hockenberry & McCampbell, 2011). The boy in the case study displays all of the symptoms except a rapid pulse.
Social-emotional practices involved in anaphylaxis include the mindfulness and deep-seated reception that the family members give to the child with the reaction. This is evident in the key scenario in which the grandmother of the 11-year old boy struggles to ensure that he is attended to even when the father is away at work. The warm treatment from the family is good for such allergic reactions as it assists the children with peanut allergy to gain some sense of philosophical humor and become comfortable with their surroundings (Gupta et al., 2008).
Anaphylaxis if not taken care of at an early stage is known to develop into other serious conditions such as shock and breathing difficulties. The chemicals that the patient’s immune system produces during anaphylaxis are the main triggers for the conditions. The conditions develop into complications such as a weak pulse, nausea, and dizziness as noted in the case of the 11-year old boy. Apart from the peanuts in the key scenario, other common triggers of anaphylaxis include latex, insect venom, and certain medications. Since anaphylaxis is known to develop into more serious conditions within a short time, it should be treated as fast as it is diagnosed (Gupta et al., 2008).
There has not been an agreement on the exact causes of peanut allergies, which result in severe anaphylaxis reaction. As a result, different cultures and religions have different beliefs on what causes peanut allergies. Some cultures believe that peanut allergy may be caused by maternal exposure to peanuts when breast-feeding or even during pregnancy. Other cultures believe that children develop peanut allergies when they are exposed to soy products or soy milk (Rentfro, Hockenberry, & McCampbell, 2011). There are also some individuals who believe that children develop peanut allergies when they are introduced to the foodstuffs at very late stages of their lives (Gupta et al., 2008).
Family health and values are equally believed to cause peanut allergies to children, especially at tender ages. It becomes difficult to detect whether a child is allergic to peanuts until they are introduced to peanuts and they develop allergic antibodies, which may lead to anaphylaxis as observed in the case of the 11-year old boy (Gupta et al., 2008). The boy in the case study might have inherited the allergy from one of his family members, such as his mother.
A Teaching Plan for the 11 Year Old Boy
The teaching plan outlines the steps and measures that the boy, his grandmother, father and teachers need to take to ensure safety of the boy at all times. The first step involves the 11-year old who should be made to understand that he has a peanut allergy. Since at his age he is capable of understanding life’s situations, he should be told directly that he suffers from peanut allergy and consequently, he is supposed to only eat approved foods. He should be trained to keep himself clean and wash his hands before and after every meal. The boy should also be given tools such as simple MedicAlert bracelet, which he is supposed to wear constantly as it will help to protect him at home or at school (Moneret-Vauntrin et al., 2008).
The next step in the teaching plan will involve the grandmother as she is the one who takes care of the boy most of the times. The grandmother should be taught the signs and symptoms of the peanut allergy for which the boy has. This will help the grandmother to detect when the boy develops anaphylaxis at the earliest time possible to prevent the reaction from developing into a severe stage (Moneret-Vauntrin et al., 2008).
The third general step in the teaching plan involves training the school staff in the school where the boy goes to. Training the staff is equally very important as the staff will ensure that the boy is kept away from peanuts and their products when at school. The training should be done on the boy’s class teacher, cafeteria attendants, bus drivers and other staff members who are responsible for students’ welfare. The major areas that ought to be incorporated into the training program include how the boy reacts to peanut exposure, overview of the boy’s emergency plan, how to execute the emergency response plan, and the general overview of peanut allergies (Rentfro, Hockenberry, & McCampbell, 2011).
Lastly, all the strategies and steps followed during an emergency should be put on a well-written plan. The written plan should consist of the steps to be taken whenever the boy develops an allergic reaction. The first intervention should clearly show the order and doses that are supposed to be administered to the boy. The written plan should then be given to the boy’s grandmother, his father and teachers (Moneret-Vauntrin et al., 2008).
Goals and Objectives of the Teaching Plan
The main goal of the teaching plan designed above is to develop an outline for effectively managing peanut allergy for the 11-year old boy. To ensure that the plan achieves the main goal, the plan has been developed in such a way that it promotes healthy living and self-care for the boy, besides helping to restore his health. Since the plan involves the boy and the grandmother; it educates the two of them on the strategies of improving the boy’s health status in relation to the allergy and anaphylaxis (Moneret-Vauntrin et al., 2008).
The objectives like the goal of the teaching plan are designed to assist the boy to realize a healthy living but in a specific manner. The first objective is to encourage an in-depth understanding and recognition of the symptoms of peanut allergy. The second objective is to teach the boy, his grandmother and his teachers the steps to take to save the boy in case the allergy attacks him. The objectives help to determine whether the boy, the grandmother and the teachers have understood the contents of the teaching plan (Moneret-Vauntrin et al., 2008).
Summary
Peanut allergies have become so common, especially in children of less than 14 years. Anaphylaxis is one of the most serious complications that are related to peanut allergy and which are considered life-threatening. The paper has outlined signs and symptoms and remedies for the case of the 11 year-boy described in the case study. The most effective way to evaluate whether the boy, the family and the teachers have learned will be to see how frequent the boy experiences the allergy. If the boy does not experience the allergy again, then it will be clear they learned the concepts of the plan. If the 11 year old boy, the family and the teachers fail to meet the goals of the plan, new targets and objectives will be designed. The plan will be redesigned to include more complex measures and steps to ensure that they learn the necessary concepts relating to the allergy.
References
Gupta, R. S., Kim, J. S., Barnathan, J. A., Amsden, L. B., Tummala, L. S., & Holl, J. L. (2008). Food allergy knowledge, attitudes and beliefs: Focus groups of parents, physicians and the general public. BMC Pediatric, 8(36), 567-582.
Moneret-Vauntrin, D. A., Kanny, G., Morisset, M., Flabbee, J., Guenard, L., Beaudouin, E., Parisot, L. (2008). Food anaphylaxis in schools: Evaluation of the management plan and the efficiency of the emergency kit. European Journal of Allergy and Clinical Immunology, 56(11), 1071-1076.
Rentfro, A. R., Hockenberry, M. J., & McCampbell, L. S. (2011). Study guide for Wong’s nursing care of infants and children (9th ed.). London: Elsevier Mosby.
The teaching group consists of 3 students who have a slight obesity state. The first student is 26 years old, the second student is 32 years old, and the third student is 28 years old. All of them have a different state of change which is predetermined by their age category, family background, and experience. The first student is at the stage of contemplation. He is aware of the physical state he has and he is ready to change within approximately 6 months. He also seeks support from his close friends and relatives as well as specific incentives contributing to changing his health behavior. The second participant is much older and is more concerned with his health state. He is at the stage of preparation, which means that the student is ready to take measures on preventing the consequences of obesity. A final participant is at the phase of pre-contemplation; she is not ready to make a shift to health promotion because she is unaware that any changes should be introduced to life.
As it can be seen, all the students have different beliefs concerning their health promotion and, therefore, different approaches should be used to foster their improvement. Disparities in beliefs and attitudes to obesity can be predetermined by different factors, including social, cultural, and, economic ones that should be taken into the deepest considerations while introducing the teaching plan (Purnell & Paulanka, 2008). Special attention should also be paid to the students’ background that can affect their perception. For instance, education and social status can make individuals change their physical and symbolic community that no longer satisfies their needs. Additional pressure, therefore, can cause a number of stresses leading to problems with obesity (Bastable, 2008, p. 35). Significant pressure is often experienced by minority groups and I shall take this into account as well because the second student originates from a Hispanic ethnic group.
Before presenting a teaching plan within the identified context, the focus should be made on the Value Expectancy Model which is congruent with Prochanska’s model of behavior change because both are premised on behavioral patterns and beliefs of individuals (Norman et al. 2000, p. 27). Specifically, Norman et al. (2000) provide a theory of reasoned action describing a process of putting all information together to present a decision about a particular behavioral pattern. The model also suggests that “individuals…hold certain expectations and beliefs about the consequences of the behavior and about social norms regarding the behavior, and base their decisions on those expectations and beliefs” (Norman et al., 2000, p. 28). In this respect, the identified groups will be first interviewed to define their beliefs and outlook on health promotion to find out whether there are any deviations from norms as well as underpinnings making them think this way. The Value Expectancy Model is also closely connected with Pender’s model that is premised on three specific areas: individual experiences and characteristics, behavioral conditions and influences, and behavioral outcomes. In addition, the presented health promotion model assumes that all these three areas are possible to modify in the appropriate way by means of immediate health-promoting measures.
While implementing the above-proposed models of change, it should be stressed that the outcomes will largely depend on such aspects as education, social background, and individual preferences that are often influenced by cultural determinants. All these variables will be significant barriers to overcome while introducing the teaching plan. Nevertheless, if all students realize the outcomes of their lifestyles as well as outside tendencies of contemporary behavior patterns, they will manage to cope with the problem.
Reference List
Bastable, S.B. (2008). Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed.) Sudbury, MA: Jones and Bartlett.
Norman, P., and Abraham, C., and Conner, M. (2000).Understanding and Changing Health Behavior: from Health Beliefs to Self-Regulation. US: Psychology Press.
Purnell, L. D., & Paulanka, B. J. (2008). Transcultural health care: A culturally competent approach (3rd ed.). Philadelphia: F. A. Davis.
The patient under the question is a white female, aged 52, with abdominal pain and nausea. Diverticulitis is the patient’s medical diagnosis; moreover, the past health history includes diabetic hypertension and hyperlipidemia. The glucose level is elevated. Besides, the patient is symptomatic which enables me to insist on diet teaching for the patient. The patient expresses absolute readiness to learn appropriate materials and follow the prescribed diet. Though the disease is commonly undiagnosed and the most obvious symptom is abdominal pain, it is possible to treat the patient by the results of computer tomography or CT scans that are very accurate in detecting diverticulitis.
Assessment of the Learner
The patient was interested in teaching and eager to follow the high fiber diet including carbohydrate control aimed at decreasing her diabetic symptoms. As it is reasonable to learn more about the condition of the organism, this can be done in every age with various diagnoses. Though the patient under consideration is aged 52, she seemed to be very interested in gaining more knowledge on certain steps that can be taken to reduce abdominal pain via taking to relevant diet. This diet was targeted at decreasing the level of glucose and lessening her diverticulitis symptoms. The patient’s readiness for learning as well as psychological and sociocultural factors can be considered beneficial for the outcomes of this teaching module.
Objectives
Compliance is one of the major factors influencing the outcome objectives of patient teaching. The patient and the family were expected to realize the major benefits of the patient’s health from following the medical advice. In this respect, the process objective included the following points:
Develop patient’s understanding of the nature of her disease;
Develop the family’s understanding of benefits of the patient teaching modules;
Make sure the patient expresses desire and readiness to acquire knowledge on the issue under consideration (her disease, symptoms, glucose level);
Achieve an understanding of the presented information by the patient.
The major outcome objectives included the following points:
Reduce the glucose level;
Achieve the patient’s following the prescribed diet and other measures coordinated with the patient and her family.
Outline of Lesson Plan
The first lesson includes visual aids, a description of her diagnosis, and an explanation of major benefits from this teaching process. The primary objectives introduced to the patient included some information on her diagnosis, major results from taking to a diet, and the necessity of sharing information. In this respect, the patient was informed about the importance of providing her nursing professionals with feedback on her knowledge and her condition. Thus, the lesson consisted of some information provided by the nurse; the next step concerned the information processed by the patient as she was asked to restate how she understood the data provided; the final stage consisted of the patient’s attempts to choose some meals with low carb-level and low glucose-level. It was also recommended to the patient to take notes every time she had some questions and ask the nurse about symptoms and different unclear issues concerning the diet and the food choice.
Resources, Strategies, and Materials
The visual aids reflect the condition of the bowels with her diagnosis. For this purpose articles by Hughes (1969) and Hulnick et al. (1984) can be used. As the patient may be doubtful about the latest researches, these articles are sure to persuade her of the relevance of the measures to her problems. In addition, it is reasonable to use the website that contains specific programs and menu plans that facilitate taking low-carbohydrate meals and those to reduce the glucose level. It is of paramount importance to gain an understanding of the patient on the diet benefits and make sure she can take carb-low food and assess an approximate level of carbohydrates in meals she eats every day. Moreover, it is necessary to get the patient’s feedback on how she feels after taking to a diet and how she can further improve her health. I believe that cognitivism was the most appropriate for this patient as she was ready to learn materials and reorganize her eating habits.
Evaluation Measures
The process of learning was measured by certain principles. It was necessary to evaluate the level of data acquisition by the patient. Unlike the behaviorism strategy when the assessment is performed by the individual, it was necessary to control the level of understanding and facilitate comprehension of given materials. The outcomes were also evaluated in terms of expected and perceived ones.
Reflection and Comments
The plan was rather effective in terms of the family’s understanding of the benefits and the patient’s desire to learn more and follow medical advice. A positive teacher-learner relationship allowed me to judge upon the genuine understanding of the materials by the patient. She had some difficulties with choosing an appropriate balance of glucose and carbohydrates in her food at the first stage. However, the patient expressed more persistence and desire to study than I expected which turned out to be highly beneficial. At the end of the teaching-learning process, the patient verbalized different food options and could plan her daily carbohydrate food intake. The website that counted the number of calories, as well as the level of carbohydrates, seemed to capture her interest.
Reference List
Hughes, L. E. (1969). Diverticulosis and diverticulitis. In: Postmortem survey of diverticular disease of the colon. (336-351). Department of Surgery, University of Queensland, and the Princess Alexandra Hospital, Brisbane. Web.
Hulnick, D. H., Megibow,A. J., Balthazar, E. J., Naidich, D. P., and Bosniak, M. A. (1984). Computed tomography in the evaluation of diverticulitis. Radiology, 152, pp. 491-495.
Renal failure (RF) is a prevalent chronic disease that inflicts an enormous burden on the healthcare system not only in the United States but also in other developed and developing countries across the world (Matavinovic, 2009, p. 1). RF is a condition in which “the kidneys fail to remove metabolic end-products from the bloodstream and regulate the fluid, electrolyte, and pH balance of the extracellular fluids” (Huether & McCance, 2012, p. 433). The underlying cause of RF, according to these authors, is closely related to renal illness, systematic illness, or urologic faults that have no renal bearing. The stages of progression of RF include diminished renal reserve, renal insufficiency, renal failure, and end-stage renal disease. RF can occur as an acute or a chronic disorder, with available nursing scholarship demonstrating that acute RF is abrupt in onset and often is reversible if identified early and managed appropriately, while chronic RF is the end result of irreparable damage to the kidneys which develops slowly over the course of a number of years (Hinkle & Cheever, 2013, p. 1275-1278; Huether & McCance, 2012, p. 433). RF with dialysis qualifies as a chronic RF.
The clinical manifestations of RF include “alterations in water, electrolyte, and acid-base balance; mineral and skeletal disorders; anemia and coagulation disorders; hypertension and alterations in cardiovascular function; gastrointestinal disorders; neurologic complications; disorders of skin integrity; and immunologic disorders” (Huether & McCance, 2012, p. 438). The pathophysiology of RF can be explained in four stages, namely (1) rate of renal blood flow to the tissue becomes higher than that of other well perfused vascular beds such as heart, liver and brain, (2) glomerular capillaries become vulnerable to hemodynamic injury due to the high intra- and transglomerular pressure, (3) glomerular filtration becomes exposed to negatively charged molecules which serve as a barrier in retarding anionic macromolecules, and (4) the sequential organization of nephron’s microvasculature and the downstream position of the tubuli with respect to glomeruli, not only maintains the glomerulo-tubular balance but also promotes the dispersion of glomerular injury to tubulointerstitial compartment in disease, exposing tubular epithelial cells to uncharacteristic ultrafiltrate.
Diagnosis of RF should include “assessment measures to identify persons at risk for the development of acute renal failure, including those with pre-existing renal insufficiency and diabetes” (Huether & McCance, 2012, p. 436). Additional diagnosis for RF should include inability to concentrate urine as well as “evidence of proteinuria, hemoglobinuria, and casts or crystals in the urine” (Huether & McCance, 2012, p. 436). Treatment for RF may include kidney transplantation, adequate caloric intake, dialysis, and continuous renal replacement therapy (Patzer, Sayed, Kutner, McClellan, & Amaral, 2013, p. 1769).
Human Response
The outcome of people with RF with dialysis is to a large extent dependent on the underlying cause as well as presence or absence of other medical conditions. Individuals with RF with dialysis may exhibit high levels of stress and anxiety than those with acute RF since dialysis is associated with high levels of morbidity and mortality (Patzer et al., 2013, p. 1769). Dialysis is also associated with end-stage RF, thus individuals who undertake the procedure are bound to exhibit high levels of psychological and financial distress.
The characteristic nursing diagnosis for a patient with end-stage RF include (1) surplus fluid volume associated with incapacity of the kidneys to deal with surplus body fluid, (2) imbalanced nutritional values: less than body requirements associated with the effects of uremia, (3) damaged skin integrity of lower extremities associated with dehydrated skin and burning sensation, and (4) danger of contagious infections associated with insidious catheters and damaged immune function (Murphy & Byrne, 2010, p. 146). Nursing interventions may include ensuring the patient adheres to the prescribed fluid intake on a daily basis. Nursing professionals must also ensure that the patient “demonstrate reduced extracellular fluid volume by weight loss, decreased peripheral edema, clear lung sounds, and normal heart sounds” (Shuvy et al., 2015, p. 2). Additionally, nursing professionals must ensure that RF patients remain free of contagious infections and are able to take and retain 100% of set diet intake, including light meals. Lastly, nurses should not only initiate procedures intended to heal the lower extremity skin lesions but also demonstrate appropriate peritoneal catheter care as well as CAPD.
Nursing Process
NANDA – Priority Nursing Diagnosis Statement
Nursing professionals may experience a knowledge deficit on some risk factors for RF with dialysis, such as exposure to (1) heavy metals including lead, cadmium, arsenic, mercury and uranium, (2) agrochemicals, (3) nephrotoxic substances including aristilochic acid and herbal remedies, (4) nonsteroidal anti-inflammatory drugs, and (5) infectious diseases including leptospirosis, Hantavirus, leprosy and malaria (Orantes et al., 2011, p. 14). Nurses also need to develop awareness on how to identify and modify risk factors arising from a multifactorial process which is to a large extent mediated by genetic influences, external factors, drug therapy, metabolic disturbances, dietary intake, and other factors (Levin, 2001, p. 58).
Goal Statement
The primary goal should be to improve patient care by not only helping nursing professionals to know and better understand the evidence that determines current practice, but also by coming up with evidence-based recommendations to manage the symptoms of RF while demonstrating to patients and their family members about the best ways to manage the condition.
Identification of Learning Needs
There is need to educate patients and their families about how to manage the symptoms associated with RF. There is also the need to educate patients about some of the common diseases that may be associated with RF and how to manage them without necessarily having to look for medical intervention. Additionally, patients and their families need to be educated on the appropriate renal diet with the view to derailing the progression of the disease while keeping symptoms at a manageable level. Awareness also needs to be created on when to seek help for dialysis and other medical procedures. Last and perhaps most important, patients need to be educated on how to live positively with the disease in order to avoid other conditions that may aggravate the situation. Such conditions include stress and depression. Patients need to be provided with emotional support by nurses, family members, and members of the multidisciplinary team to overcome these challenges (Murphy & Byrne, 2010, p. 151).
Nursing Interventions
The nursing care of RF with dialysis is not only challenging but also multifaceted as the patient can be in real danger of morbidity or mortality (Murphy & Byrne, 2010, p. 146)
It is important that nursing professionals comprehend what RF with dialysis is, and the management of it so as to develop the capacity to deliver holistic care to the patient concerned (Murphy & Byrne, 2010, p. 146).
Nurses must be able to assess how the disease affects the patient holistically, including obtaining an accurate and comprehensive history of the patient, checking for any discrepancies in the urinary pattern, checking for any episodes of alterations in blood pressure, and checking for drug therapies previously used by the patient (Murphy & Byrne, 2010, p. 146-147).
Nursing management of the condition should include fluid management, metabolic acidosis management, electrolyte management, immune system management, nutritional management, personal care management, as well as patient education management (Murphy & Byrne, 2010, p. 149-151).
References
Hinkle, J.L., & Cheever, K.H. (2013). Brunner & Suddarth’s textbook of medical-surgical nursing (13th ed.). New York, NY: LWW.
Levin, A. (2001). Identification of patients and risk factors in chronic kidney disease – evaluating risk factors and therapeutic strategies. Nephrology Dialysis Transplantation, 16(7), 57-60.
Matavinovic, M.S. (2009). Pathophysiology and classification of kidney diseases. Journal of the International Federation of Clinical Chemistry and Laboratory Medicine, 1-10. Web.
Murphy, F., & Byrne, G. (2010). The role of the nurse in the management of acute kidney injury. British Journal of Nursing, 19(3), 146-152.
Orantes, C.M., Herrera, R., Almaguer, M., Brizuela, E.G., Hernandez, C.E., Bayarre, H…Castro, B.E. (2011). Chronic kidney disease and associated risk factors in the Bajo Lempa region of El Salvador: Nefrolempa study, 2009. MEDICC Review, 13(4), 14-22.
Patzer, R.E., Sayed, B.A., Kutner, N., McClellan, W.M., & Amaral, S. (2013). Racial and ethnic differences in pediatric access to preemptive kidney transplantation in the United States. American Journal of Transplantation, 13(7), 1769-1781.
Shuvy, M., Abedat, S., Mustafa, M., Duvdevan, N., Meir, K., Beeri, R…Lotam, C. (2015). Cellular changes during renal failure-induced inflammatory aortic valve disease. PLoS ONE, 10(6), 1-10.
There is a high rate of airborne transmission of Mycobacterium tuberculosis, the microorganism responsible for tuberculosis infection (TB). Therefore, patients must be isolated in their homes to control the transmission of the bacterium from the infected to the uninfected individuals (White, Khatib, Riederer & Flood, 2007). The patients and their family members should be provided with the right information and guidelines on how to organize the appropriate isolation rooms and maintain the patient in order to prevent the spread of the disease (White, et al., 2007). The purpose of this report is to provide a detailed but brief description of the information that should be taught to the patients and their families to prevent the spread of TB.
Instructions to the family
First, the patient must stay away from other people (MacIntyr, 2012). A separate room should be equipped for the patient. A surgical mask must be worn when the patient is leaving the room. (National Tuberculosis Center, 2012). Other people should not be allowed to enter the home except those providing support and healthcare services. Moreover, the isolation instructions should remain in effect until a clinician recommends the removal of the patient from isolation. Within the isolation rooms, some safety conditions must always be applied (National Tuberculosis Center, 2012). For example, the windows and doors must remain open to enhance airflow.
Instructions to the patient
According to MacIntyr (2012), the patient’s mouth and nose should be covered with a cloth or tissue when sneezing or coughing. The material should be flushed, burned or sealed off for disposal through incineration immediately after use.
Instructions to the healthcare workers
When visiting a medical set up, the patient must cover his mouth with a surgical mask to avoid infecting other people (National Tuberculosis Center, 2012). It is recommended that the DOT visits need to be conducted outdoors and take the shortest time possible in order not to exceed the exposure time (White, et al., 2007). The DOT worker must wear the N95 mask during the visit. Other health workers must also wear the mask when dealing with the patient, collecting sputum, providing medicine and other activities (White, et al., 2007).
References
MacIntyr, N. (2012). Respiratory Care: Principles and Practice. New York, NY: Jones and Bartlett Learning
National Tuberculosis Center. (2012). Tuberculosis infection control. Web.
White, A. H., Khatib, R., Riederer, K. M., & Flood, M. (2007). Respiratory isolation in a teaching hospital with low-to-moderate rate of tuberculosis: compliance with Centers for Disease Control and Prevention guidelines for identifying patients who may have active tuberculosis. Am J Infect Control, 25(6), 467-70.
Patients diagnosed with insulin dependent diabetes need to be informed about the disease to enable them cope with its effects in their lives. For instance, patients require to be advised on possible causes of the disease to make sure that they understand what they might have lacked hence acquiring the disease. Teaching patients is aimed at ensuring that they accept their conditions hence being able to cooperate with medical practitioners throughout the treatment procedure. Cooperation is vital for any progress to be attained when dealing with patients (Bastable, 2003). This means that patients need to be counseled to accept that diseases occur normally, and they should not give up in life but rather focus on defeating the disease.
This case is delicate because it involves patients of different genders and different ages. This makes it difficult to teach them at the same time because their understanding and reasoning tend to differ. This means that the ten years old girl should have separate teaching session from the thirty five year old man. This means that nurses should ensure that they handle each case separately in order to attain their set goals. For instance, the young girl may be taught with the aid of toys such as teddy bears to ensure that her attention is kept at maximum. According to jean Piaget’s theories, children should be handled with care due to their maturation nature which influences there understanding. He argues that children are not able to understand things in certain ways at certain points of their lives. Therefore, educators should make use of simplified method to ensure that children understand all what they are subjected to in their teachings. A mature man cannot tolerate scenarios where teddy bears are used to demonstrate to him anything. The man may feel ashamed hence quitting the teaching process. This ends up being un beneficial for both the patient and the nurses because no one achieves the expected goals. On the other hand, the girl can have difficulties in understanding what is written in pamphlet used to teach the old man. This means that age must be considered when designing methods of educating patients. Erikson’s theory of psychosocial development should be used to guide medics on teaching patients. This is because Erickson believed that egos can be developed under all means because even conflicts can act as turning points of events in developments. Medical practitioners should ensure that patients acquire competence as argued in Erickson’s theories that competence motivates people.
In order to achieve teaching objectives, nurses must develop proper plans to ensure that they communicate with the patients effectively. This means that they should use strategies similar to those used in schools for the young girl. They can use toys used by girls such as teddy bears to help the girl understand how she should handle herself. In cases where the girl may be required to use insulin injections to contain glucose levels, teddy bears can be used to demonstrate to the girl on how to inject herself. This is vital because she might not have people around all the time to help her. In addition, her relatives may be allowed to accompany her during teachings sessions in order to get necessary knowledge regarding the disease (Davis, Tschudin and De Raeve, 2006). Since the girl is approaching adolescence when a lot of body changes happen, she must be given information on how to contain diabetes in line with other changes in her body. This ensures that the girl copes well with adolescence life, as well as containing diabetes.
The thirty five years old man just needs to be involved in handling the disease because his level of understanding is quite high. This means that doctors and nurses do not have to take a lot of time explaining to him about diabetes. He should be involved in constructive dialogues aimed at ensuring that he gets information on how to have the right diet. It is necessary to give him necessary information regarding the disease and methods of handling it. This means that he has to be informed on what is expected of people in his condition. For instance, nurses may be concerned about the use of cigarettes and alcohol in order advice the man accordingly. Unlike the girl, this man may be involved in activities that may worsen his condition hence calling for doctors to warn him in advance. For instance, he may be using substances that the girl does not even know, and this is the reason why they should be taught in separate platforms.
In both cases, nurses should use a teaching strategy where they involve the patient in discussions. This makes sure that the nurse explains to patients everything clearly with the aim of helping them contain the disease. This strategy is highly effective because face to face discussions enable one to be open hence giving useful information to medical practitioners. Patients develop courage to share their fears with nurses, and this gives an opportunity for encouraging them by giving pertinent information on how to maintain diabetes. This strategy makes work easy for medical practitioners because they evaluate patients to know their strengths and weaknesses. In addition, they let the patients know about other conditions related with diabetes. This knowledge is passed to patients perfectly when they are discussing their conditions with health workers. In most cases, patients accept complications related to diabetes even before they occur to them due to teachings they get from nurses and other medical practitioners.
Learning may be hindered by several factors, which may include illiteracy and negligence. This is where patients may lack adequate knowledge to understand biological and medical terms used to describe the disease and its treatment. In many cases, patients may be unable to connect what they are taught hence making the process immensely hectic. Furthermore, some patients may lose hope due to their conditions hence making it hard for medical practitioners to educate them on how to handle diabetes. Culture may also pose an obstacle in teaching patients about diabetes. This happens where communities have beliefs and taboos concerning various diseases. For instance, communities may associate diseases such as diabetes with punishments from their ancestors for wrongs done by the patient. In such cases, patients can never be convinced that guidance offered by medics can contain their disease. As a result, they stop cooperating with nurses leading to difficulties in conducting learning among patients. Nurses should have agreements with patients on the times they feel that they want to be attending teaching sessions (Miller, 2009). Therefore, each patient has to be consulted before fixing time for them because it may contradict their schedules. In case of contradiction, chances of patients failing to show up for learning may be high.
Learners should be assessed once in a while to show how much they learn about their conditions. For instance, medics can decide to ask patients questions regarding what they have discussed. This may involve demonstrations of whatever they have been taught, and this helps medical practitioners to know whether their patients are learning or not. For example, they should make sure patients understand how to control their nutrition hence developing skills on management of diabetes. In addition, they need to understand how to check their glucose levels in order to notify nurses when glucose levels require attention.
References
Bastable, S. (2003). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice (3rd Ed.)Sudbury, MA: Jones and Bartlett.
Davis, A. J., Tschudin, V. & De Raeve, L. (2006). Essentials of Teaching And Learning in Nursing Ethics: Perspectives And Methods. London: Churchill Livingstone Elsevier.
Miller, E (2009). How to make nursing diagnosis work: administrative and clinical strategies. Michigan: Appleton & Lange.
Covid-19 has affected the healthcare systems worldwide, and the situation is worsening with the increasing number of infections reported daily. Governments and private facilities are overwhelmed with a surging number of positive cases as health practitioners on the frontline of defense are being infected. Practitioners who have contracted the virus cannot attend to patients creating further shortages. The global scarcity of medical equipment and physical protective equipment (PPEs) undermines the fight against coronavirus, especially in developing countries (Burki, 2020). People with underlying conditions who depend on regular medications cannot access health services, further deteriorating their physical and mental health. The situation is even worse among the old-aged groups above 60 years. At 60 years and over, the body’s immune system is weaker, and coupled with some preexisting conditions that are rampant among older adults, their ability to fight infectious diseases such as covid-19 is undermined (Duplaga et al., 2016). Although all age groups are at risk of contracting covid-19, the older population has a significant danger of developing severe illness if they become infected due to their aging physiological changes.
Health promotion has become an integral part of life for all people regardless of their age, gender, or social group. However, health education is critical among the elderly population since this age group is highly vulnerable to diseases and other health-threatening conditions. In some countries, older people are subjected to counseling and health education to help them cope with different situations. However, the demands for such services have significantly increased due to the vast spread of covid-19. There is no approved medication for coronavirus. The information regarding prevention measures is conveyed via media platforms such as radio, television, and social media platforms that older people rarely access (Nadikattu, 2020). The combination of global panic and lack of awareness of coronavirus significantly complicates the process of educating people.
Therefore, educating older people on containment measures, remaining safe, coronavirus symptoms, and how they should handle themselves when they contract the virus would be crucial. Social distancing and other measures that restrict older people from socializing with their loved ones have affected their psychological well-being. Initiating community counseling groups in which older people can virtually share their experiences during lockdowns could make a considerable difference (Diamond et al., 2020). Indeed, older people need to be educated on all the facets of healthcare services. There are currently no sufficient theoretical frameworks or research that have been developed to give more insight into covid-19. No research has been done on the importance of teaching covid-19 to the elderly population. In this paper, available publications on covid-19 will be reviewed against other pieces of literature on health promotion to develop a theoretical framework and methodology for a research topic, “Covid-19 Teaching Among the Elderly.”
As stated in the United Nations’ policy brief on the impact of covid-19 on older persons, the pandemic causes fear and suffering among the elderly globally. Over 200,000 people 60 years of age had died of covid-19 by April 2020, with a fatality rate for over 80 years of age being five times the global average (United Nations, 2020). The continuous surge in infections would overwhelm their inadequate facilities and social protection systems, especially in developing countries. Preliminary reports have shown mortality rates for older persons could rise even higher (Vandoros, 2020). The contributions of older people to society cannot be overlooked. They reinforce resilience and positivity among younger generations as they play their roles as caregivers, volunteers, or community leaders. This pandemic has, however, exposed their vulnerability. If efforts of health workers, caregivers, and family members of older people are not channeled appropriately in ensuring their wellbeing, the old generation may be wiped out. Young people must recognize the full diversity within older persons and do what is necessary to preserve their rights and dignity (Buka, 2017). Enlightening the elderly in the community on covid-19 could be a starting point.
Experts have reported that people with underlying health conditions such as diabetes, cancer, lung, and heart problems are at risk of succumbing to covid-19. Persons 60 years and over are at significant risk of severe illness and a higher mortality rate. An estimation shows that 66% of people aged 70 and above have at least one preexisting condition, putting their lives at risk of a severe impact from coronavirus (Hillier & Barrow, 2016). Reports show even pre-covid-19, health inequalities were being witnessed with older people facing age discrimination, especially regarding medical care, and life-saving therapies. The virus has further given such biases a platform to thrive. Critical conditions that are unrelated to covid-19 that affect older persons have been scaled down in most facilities to pave way for coronavirus patients.
In some cases, decisions have been made to remove older persons from life-supporting machines without their consent. Younger generations are favored and are given extra care, while the elders are left to die (Kagwa et al., 2017). Whenever a younger patient and an elder show the need to be admitted to a life-support machine, the younger person gets the first chance. Such age discrimination is further increasing the risks to older people’s lives; hence, the need for health promotion and education among them.
In developing countries, older people’s accessibility to healthcare services is not guaranteed due to weak healthcare requiring out-of-pocket expenditure. Most people who are the elderly have been left without access to primary care. Older persons with disabilities and underlying conditions such as diabetes, cancer, HIV, and high blood pressure further experience marginalization. Decisions on using medical resources, including ventilators, are made based on age, life expectancy, or chances of survival. Most of these aspects do not favor the elderly, and in most cases, their lives are put at risk (Stern & Klein, 2020). The need to embrace triage protocols where medical decisions are made based on medical conditions, ethics and scientific evidence is essential. Everyone should be allowed to give consent to medical treatment. Cases in which patients, especially older people, are coerced to sign do-not-resuscitate orders before treatment are unfortunate and can only be avoided through educating people on healthcare services (Su et al., 2016). Family members and communities from which older people live should be educated on the importance of palliative care and rehabilitation too.
Access to care and support for the elderly has been met with inequalities as those who require routine home-based visits and community care have not had their needs met even pre-covid-19. These medical care arrangements are further facing risks of disruption due to covid-19 protocols, which restrict people from moving (Dutta et al., 2020). In essence, access to essential care and support by the older people who require long-term care would continue to face disruption.
Horrifying trends of older people in care facilities dying of covid-19 or other conditions have been witnessed worldwide. Over 4,260 residents of residential care facilities were reported to have succumbed in March alone in Madrid (Yamamoto & Bauer, 2020). A similar trend was witnessed in France, with nearly 7,500 residents of care homes dying of covid-19 by April 2020. The number of older people from care homes who are dying of covid-19 is making up almost a third of all coronavirus deaths in France (Kremer, 2020). Similar distressing reports are emerging from the United States of America, with one in every five deaths occurring in nursing homes (Renne et al., 2020). Research has indicated most deaths among older people occur in high concentrations communities where people live in close quarters.
Due to lockdowns, older people are experiencing neglect and mistreatment. Some distressing reports indicate some older adults in quarantine and isolation facilities experience violence, abuse, and neglect. Due to overcrowding, inaccessibility of healthcare services, and lack of essential supplies such as water and other basic amenities, the lives of older people who are in prisons, concentration camps, and other informal settlements feel threatened (Hernandez-Suarez et al., 2020). Sanitation facilities are inadequate as well as challenges in accessing humanitarian assistance. Special attention is required in terms of contingency plans to address these increasing threats older people are continuing to face in refugee camps and other settings where overcrowding of people is being experienced. Older people with underlying conditions and those serving their prison terms should be released or given alternative detentions to reduce the risks of infections (Brennan, 2020). Such options would only be explored by older people when they have enough information regarding the covid-19 pandemic.
Owing to shortages of healthcare personnel, some governments have requested health professionals who had retired to go back to work to support overburdened facilities. Encouraging older persons to be in the frontline defense against the pandemic has further exposed them to the virus. Some of these retired health professionals are older women who have resorted to providing care to children and their close relatives. Their health and wellbeing should be assessed before they are engaged in healthcare facilities where infections are surging. Despite most of these older people being poor and lacking incomes, any decision made on their behalf should be well informed to avoid risks (Martín-Rodríguez, 2020). Therefore, the elderly need to be taught based on the healthcare practitioners’ perspectives on the dangers of the virus to make informed decisions that do not expose them to danger.
The coronavirus pandemic is threatening the socioeconomic well-being of older people adversely. Their inability to access health services is endangering their mental health. Many older people do not access digital information, meaning that they become idle whenever they are exposed to prolonged periods of isolation. This group of people is also subjected to harsh economic times, especially women who usually engage in domestic chores. Social protections have been applauded for providing safety nets to the elderly in the community. However, with most economies struggling financially, social protections such as pensions have been scaled down (Sutcliffe, 2020). In developing countries, over 80% of older persons live below the poverty line. Many of them depend on paid work, personal savings, pensions, and support from family members. However, due to the challenging economic times the world is grappling with because of the effects of covid-19, most of them are finding it hard to survive (Han et al., 2020). Indeed, this economic downturn has led to a disproportionate impact on older people. Educating older persons on the effects of covid-19 can encourage them to engage in income-generating activities, boosting their social and economic wellbeing.
Older women above 60 years of age make up 65% of retired people and do not have regular income or pensions. Access to social security and other protection measures have not been forthcoming (Natali, 2020). For the women who are living in extreme poverty, rates of unemployment and underemployment are higher. The situation is even worse among older women with disabilities and other limitations. Governments worldwide are working hard to implement universal health coverage to address the health needs of their people. Such initiatives cannot be achieved without addressing the needs of older people. This is because older people’s health is at higher risk compared to other groups due to their vulnerability. The number of older persons is projected to double up to 1.5 billion people in the next three decades (Pothisiri & Teerawichitchainan, 2019). As such, the health risks experienced by the elderly are expected to rise. Health promotion based on research and education of older people should begin to avoid further risks in the future.
Health promotion among older people needs to be carried out by health experts themselves to respond to the issues affecting them positively. Health practitioners should ensure all difficult healthcare decisions are guided by the principle of human dignity and rights. Older people have equal rights the same as people from other age groups, as such, they should be involved while decisions affecting their lives are made. Restriction measures have led to increased violence incidences against older persons (Shree Pant, 2020). In 2017, it was estimated that one out of six older persons is exposed to abuse. This number is expected to rise during this period of covid-19 due to restrictions on movements.
Additionally, older persons, especially women, depending on their family members for survival and care. Such a higher dependency level is further exposing them to abuse as some of their providers take advantage of them (Olding et al., 2020). Unfortunately, some countries lack adequate legislation that can protect older persons’ rights from discrimination, exclusion, violence, and abuse (Goel, 2015). This inadequacy has contributed to the scanty response to the covid-19 crisis by the older people. Therefore, they should be educated on their rights and biases, such as age discrimination, violence, and abuse.
Reinforcing physical distancing protocol reduces the rate of covid-19 infections; however, experts should strengthen social inclusion and solidarity at the same time. Health protocols such as stay-at-home restrictions, quarantines, and lockdowns have been applauded for controlling the spread of the virus and keeping people safe. These measures, however, should be implemented with the welfare of older persons in mind. Experts and authorities should ensure older people are not subjected to social isolation, which could jeopardize their health outcomes.
A section of the older population depends on home and community services to survive. Such services should be allowed to continue with proper precautions taken into consideration to reduce the chances of infections (Osawa et al., 2020). Efforts by authorities and well-wishers who volunteer and contribute towards the food and other needs of older people should be encouraged and expanded. Escalation of ageism by younger generations in terms of age discrimination and stigmatizations should be discouraged. It has been vastly reported that the older population is vulnerable to covid-19. Some youths have stigmatized the whole scenario by spreading rumors suggesting that persons aged 60 and over cannot survive the virus if they become infected (Bagcchi, 2020). Such sentiments have caused panic among the older population; hence, the need to carry out health promotion.
Social support measures and targeted care for elderly persons should be established. They should be educated on the usage of digital technologies so that they remain informed similar to other age groups. The use of the internet and other digital technologies has become crucial. They have opened a window where people can communicate with their friends and families. However, older persons enjoy limited access and lack the necessary skills to exploit these digital technologies. Global estimates indicate almost one-half of the population worldwide has internet access, yet the older population remains disproportionately offline (Petracca et al., 2020). For instance, over 4.2 million people aged 65 and above have no internet in the United Kingdom. This number could be higher in developing countries where social inequalities are rampant. Those in social institutions find it difficult to connect with their loved ones, further worsening their well-being.
Barriers in terms of literacy, language, visual and hearing impairment among the older population are being intensified during the covid-19 crisis. Digital exclusion is impeding older persons’ access to essential health information regarding coronavirus. They should be educated on using digital technologies such as video chat, laptops, and smartphones to remain connected (Petracca et al., 2020). Older people with hearing challenges can be shown how to use apps that provide captions. The continuous connection between older persons with their loved ones can be achieved by making regular telephone calls, writing notes, sending cards to lift their spirits. Spending time with older people while showing them old photos which remind them of the past could bring happy memories. These photos can be saved on digital devices, and more aging populations shown how to use and access them.
As stated by the United Nations, older people need to be integrated fully in socioeconomic and humanitarian response following the devastating impacts of covid-19. The needs of vulnerable people should be addressed in both the crisis and recovery phases. Some countries have established economic stimulus programs for citizens by cutting back taxes and allocating financial aid to the vulnerable. Older people should be incorporated into such initiatives to boost their social and economic wellbeing, which can only be possible when health promotion is carried out. Participation of older persons should be encouraged during health education to ensure they become part of health solutions (Simkhada et al., 2020). Age-specific data has proven to be crucial whenever health solutions are being sorted. The data should be specific to give a clear picture of which age group is most affected by the pandemic. Data on older persons should be disaggregated to show how different people are affected by covid-19. Challenges affecting more senior people in home-based care and those institutionalized should be identified separately so that targeted responses can be established.
Currently, most data collected on older persons merely show homogenous groups and such have been insignificance, especially with different needs. For instance, reports on covid-19 fatalities show broad age groups. Some reports show deaths among persons 60+ years instead of breaking down the groups regarding age, sex, disability, and preexisting conditions. Such broad groupings are making it difficult to accurately differentiate the risks older populations face (Kawahara et al., 2020). Arbitrary cut-offs are demonstrated in research and surveys as older people are excluded from such exercises. For instance, most surveys highlight the prevalence of violence against women of middle and lower ages while showing little data on older women. These trends have made it challenging to identify the more aging population’s problems and incorporate them into the policies. Therefore, health promotion and education for older persons need to be carried out in partnership with civil society and health practitioners to bring in older persons’ voices, harness their knowledge, and ensure their free, active and meaningful participation.
In conclusion, the need to teach the older population about the covid-19 pandemic cannot be overlooked. The number of infections is surging, and the healthcare systems are being overwhelmed. Health practitioners are getting infected at a higher rate, making it difficult for them to attend to the vast majority’s health care needs. Global covid-19 infections currently stand at 61 million and deaths of 1.4 million, with fatality rates for those over 80 years of age being five times the global average. The number is expected to rise among the older population due to their vulnerability to infectious diseases and other health-threatening conditions. The social and economic well-being of older persons is facing a drastic decline due to the impacts of covid-19. Those institutionalized in different facilities are neglected by their loved ones as restrictions measures are being followed. Lack of regular incomes due to unemployment, especially among older women, forces them to depend on family members and the community who sometimes violate their rights. Reports of violence, abuse, and neglect are rampant among older women.
Therefore, the need to conduct health promotion and education among the older population on the covid-19 is becoming critical. Older people need to be educated on coping with psychological challenges being presented by the effects of covid-19. Some publications and literature highlight the need to show older persons how to operate digital technologies to enable them to access and share information regarding the pandemic. This generation also needs to be educated on their rights to respond appropriately whenever they feel discriminated against, violated, or abused. They should be well informed on the healthcare services to enable them to make better decisions affecting their lives.
Health promotions should be carried out, highlighting the need to treat everyone equally. When deciding on which kind of care to offer patients, ethics, medical conditions, and scientific evidence should be the basis and not age. The barriers and health limitations older people face can only be reduced if elaborate education programs are initiated to inform them on how to handle themselves and what decisions they need to make. Conducting covid-19 teaching in the older populations would be of great importance. Researching this topic would add knowledge and literature in the healthcare industry that can be used to improve others’ lives.
Breastfeeding is the process of feeding babies with breast milk, be it through natural suckling of the breast or bottle-feeding. Breastfeeding is an essential part of child growth because of its role in immunity and intellectual development. This script is entirely meant to teach new mothers how to ensure their children benefit fully from breastfeeding. The script includes a teaching plan which will be our guide in the presentation.
The plan indicates the topics of discussion, time allocation, and teaching modules. Throughout the session, the script focuses on explaining the details of breastfeeding, including a detailed explanation of breast milk production, breast hygiene, and the benefits of breastfeeding. Through the session, clients will learn the breastfeeding techniques, including breastfeeding positions and patterns as well child health and wellbeing. The presentation will be through discussions, questions and answers and demonstrations.
Goal
This teaching project aims to educate first-time mothers on the ideal practical breastfeeding techniques and train them for the motherly role.
Specific objectives
At the end of the session, the mothers should have mastered the breastfeeding techniques.
Each client should be able to demonstrate various breastfeeding positions, burping, and latching-on techniques.
It is expected that each client does not develop any complications during breastfeeding.
Each mother will be able to breastfeed their children for the recommended six months period successfully.
To ensure the baby attains optimum breastfeeding health benefits.
Teaching plan
Objective
Time
Content
Teaching style
Teaching Aids
introduction
Five minutes
Self-introduction
Introducing the brochure and images
Explaining the importance of the session
Lecture
The breast
Nine minutes
The anatomy of the breast
Breast hygiene
Breast infections
Lecture and images
projection
Lactation
Nine minutes
The physiology of lactation
lecture
projection
The baby
Nine minutes
Baby reflexes
Signs of the baby’s discomfort
lecture
Handouts
Breast milk
Nine minutes
Composition of breast milk
Types of milk
Lecture and images
projection
Breastfeeding
Nine minutes
Breastfeeding positions.
Breastfeeding patterns
Lecture and demonstration
models
Questions
Six minutes
Questioning the audience knowledge and understanding
Answering questions from clients
Discussion
Ending the session
Four minutes
Appreciating the audience for their time and corporation
Discussion
Teaching session script
Teaching Plan on Breastfeeding for New Mothers
Hello to you all? Thank you for being present today, and congratulations. Motherhood is not only a God-given gift but as well as Godly duty to sire and take care of human life. As a mother, feel blessed and strive always to take care of your baby. Today, we are all here to discuss and learn about the most crucial role of a mother in child care and health, breastfeeding. As a professional nurse who has specialized in neonatal nursing and practiced in various hospitals globally, I understand the relevance of proper breastfeeding to the child. In my practice period, I have noted that most mothers fail to understand how to care for the baby during the first six months.
You are all here wondering why breastfeeding should be a subject of question as it seems to be an easy activity. Hopefully, by the time we finish this session, we all will understand that breastfeeding is a technique that requires mastery of the skills to ensure it is effective (Walters et al., 2019). Everyone is free to ask any question or concern. I know you are all new mothers, and that can be a bit frightening. Through what we learn today we will be able to ensure effective breastfeeding without any difficulties.
You are up to a task to know a thing about barely and that the relevance of today’s session to ensure that at the end, we are all ready and competent enough to perform the motherhood role. I have provided handouts to every one of you to help you better understand today’s presentation. As we will be discussing, you will notice that all our topics have been summarized in the handout.
To appreciate the need for these kinds of sessions, let me briefly describe the current statistics. In our country, breastfeeding has major variations based on a range of factors such as job status, maternal age, and socioeconomic status. Though campaigns have been launched to encourage breastfeeding, there has been a slight improvement of about 10% nationally. Statistically, of all babies born, 83% of them were breastfed at some time (Walters et al., 2019). 47% of the infants were breastfed exclusively for about three months, and only 25% were breastfed exclusively for six months (Walters et al., 2019).
Let us discuss the description of the breast, its hygiene, and infections. In the layman language, the breast can be described as the breast milk manufacturing site. The breast is made of body tissues specialized in producing milk. Breast hygiene is crucial in the prevention of infections by destroying bacteria (McFadden et al., 2017). However, washing your breast before you breastfeed is not a requirement. To ensure breasts are kept hygienic, always keep the nipples dry and clean (Walters et al., 2019). In case anyone uses breast pads, it is encouraged to change them often or when they wet.
The use of breast pads that have backs made of plastic is not medically advisable. Always remember to put on light clothing that allows adequate air circulation. It is salient to monitor for any sign of breast infection during the breastfeeding process (McFadden et al., 2017). Mastitis is a breast inflammation that signifies an infection. If the swelling is accompanied by warmth, redness warmth, body fever, and chills, that means you have a complication, and you should visit a health facility.
Maybe most of you do not understand what I mean by the physiology of lactation. The body produces breastmilk with the help of two major hormones which are prolactin and oxytocin (Pérez-Escamilla, 2020). Discussing this issue enables you to understand how breast milk is formed and the principles of breastfeeding. Let us discuss the reflexes of the baby as they are the major controllers of breastfeeding.
The significant reflexes include rooting, suckling, and swallowing. The rooting reflex is demonstrated when something touches the baby’s mouth or cheek (McFadden et al., 2017). They always turn toward it and open their mouths, putting the tongue forward. An example of the suckling reflex is when a child sucks their palate once something touches it. When breastfeeding, the child will always swallow the milk when the mouth is full. This is what is considered the swallowing reflex of the baby. The child’s ability to coordinate all the reflexes properly develops at 32 to 52 weeks of pregnancy (Pérez-Escamilla, 2020). Understanding the reflexes and their maturity helps us determine if the child can breastfeed directly or need other methods.
At this point, I could like every one of us to imagine her child. What are the signs that show that the child is angry, what shows the child is not comfortable, and how can the child have breastfed enough.? If the nipple looks squashed from side to side and stays stretched out, it shows that the nipple is damaged due to incorrect suction (Guille et al., 2020). When the child is suckling, and you observe the cheeks being drawn in, the child is not swallowing the milk well
As new mothers, it is of paramount importance to understand the nutritional requirement of your child. The composition of the milk includes proteins, vitamins, carbohydrates, fats, minerals, and water (Ashi & Badiger, 2021). The milk is also easy to digest, giving the baby’s developing digestion system the ability to digest completely. Breast milk is major of two types: colostrum and mature milk (Ashi & Badiger, 2021). Colostrum is referred to as the special milk produced within the second to the third day of delivery.
At this chanter, we will learn about the breastfeeding technique, how the focus will be on how to position the baby, and the breastfeeding patterns. The baby can be laid in different positions concerning the mother, such as across her chest and abdomen, under the arms, or along the body (Guille et al., 2020). Though there are different positions, there are key points that have to be observed keenly during positioning. They include the baby should face the breast and should not lie flat against the chest or abdomen. As a mother also ensure you hold the infant linearly and close to you. Look at the handouts kindly and see the images of what I’m saying.
One fact about babies is that each one of them has a different breastfeeding frequency and consumption amounts. We are learning today how to ensure that concerning your child’s feeding patterns, they feed enough. In 24 hours, as a mother, you should make sure your child consumes between 400 to 1200 milliliters. On average, a baby should consume 800 ml per day for the six-month exclusive breastfeeding (Ashi & Badiger, 2021). However, that puts no restriction on breastfeeding capacity. As a new mother, you must understand that the child should be breastfed as many times as possible.
This is the end of today’s presentation, and it is my sincere belief that we all learned and will stick to what we have learned today. At this point, I welcome forward any member who wishes to ask a question, comment on the presentation or give her observations. We shall be taking turns in the discussion, and I request we respect each other’s opinions. I relay my sincerest appreciation and gratefulness to you all for attending this session and may God bless us all.
Brochure
Breastfeeding Welcome, all, and congratulations on accepting the motherhood duty. Child care and development begin on conception.
Foods to take during breastfeeding As a mother, especially new mothers, it is salient to understand your diets should include:
Proteins such as eggs and fish.
Vegetables, especially dark green vegetables.
Fruits.
Whole grains.
Avoid meals such as:
Alcohol and drugs.
Excessive caffeine.
Dairy products.
Benefits of breastfeeding Breastfeeding is of great importance to both the child and mother. It promotes the child’s body immunity and health. Breast milk has a crucial duty in the child’s mental and intellectual development.
Breastfeeding positions The images above describe the various position a mother can put on the baby during breastfeeding.
Breast hygiene Keep your breast clean and dry always. Always clean your breast properly once a day.
Your attendance and participation are highly appreciated.
References
Ashi, R. S., & Badiger, M. G. (2021). Breastfeeding in infants: A critical overview. International Journal of Pediatric Nursing, 7(1), 1-8.
Guille, S., Sinclair, M., Bunting, B., Reid, B., & McCarron, P. A. (2020). Positioning and attachment interventions for nipple pain: a systematic review. Evidence Based Midwifery, 30(3), 293-306.
McFadden, A., Gavine, A., Renfrew, M. J., Wade, A., Buchanan, P., Taylor, J. L., Veitch, E., Rennie, A. M., Crowther, S.A., Neiman, S., & MacGillivray, S. (2017). Support for healthy breastfeeding mothers with healthy term babies. Cochrane Database of Systematic Reviews, (2).
In the medical profession, healthcare education is essential for practitioners to regularly broaden their knowledge and stay up to date with changes and updates in the profession. Furthermore, medical education is a calling to learn about well-being and share it with others. There are various advantages, such as improved patient treatment and promotions. According to a core premise of health education, one must generate credible and coherent work, be dynamic, passionate, devoted, and enjoy the job (World Health Organization, 2012). This paper aims to look at the reality of health-teaching and integrated nature from an individual and intellectual standpoint. The concentration is on personal evaluation and procedures for involving learners with thoughts depending on individual goals and theoretical ideology aims based on the learning and teaching philosophy.
Personal Learning Style
Every person has a unique way of learning to assimilate knowledge. Everyone interprets information distinctively through observing and listening, contemplating and responding, and thinking rationally and instinctively. This is why it is critical to understand each patient’s unique learning patterns. Auditory, visual, and kinesthetic learning methods are the three basic types of acquisition (Gazarian & Pennington, 2012). The combined effect of visual and kinesthetic learning styles best matches how I acquire information. Being a visual person means that knowledge is best absorbed by watching it given or shown, such as through a stage process image or video (Steven, 2014). A kinesthetic learning style favors physical movement and activities when learning anything new instead of watching and listening to the tutor or demonstrations.
Professional Teaching Philosophy
My professional philosophy of teaching is to make learning as easy as possible for everyone I meet in my healthcare career. A personalized educational philosophy may be built in four phases (Kenny, 2015). Aligning educational principles, creating a foundation for educational performance, generating a draft, and evaluating and analyzing the philosophy of teaching are all phases in the process. The first stage is to determine what the learner requires to study, ask queries, and establish a foundation ensuring that the learner and instructor are on the same page (Fiddes et al., 2013). Positive performance is achieved by identifying the material that the learner lacks and devising a strategy that best matches their learning approach (Polziehn, 2015). Ascertain that at the conclusion of the teaching period, both the instructor and the students remark on what they have learned and provide open-minded comments in order to create a comfortable setting.
Social Constructivism
In the setting of healthcare training, social constructivism ideology relates to the ways a learner’s social interaction influences individual health education choices. Assembling together insights based on my previous encounters and what I have learned from previous victims helps in analyzing social constructivism in the medical field. Furthermore, caregivers engage with my patients either in person or through different social media sites. The patients recall the conversation they had with medical practitioners thereby being aware of consequences whenever they attempt not to follow the doctor’s prescription. The transition does not happen all at once but rather in stages (Henderson et al., 2011). We both engage in conversation before comparing and contrasting our points of view.
I always make sure that power structures are flattened to allow seamless conversation. The finest part of sociological constructivism would be that the student creates their understanding (Vorderstrasse et al., 2014). My role is to assist in ensuring that any actions made are suitable. The clinical professors I work with have a tendency to offer the information they have gained via prior experience. Healthcare providers are required to engage with each other as this encourages a common understanding of medical standards the practitioners are expected to embrace (“Learn Teach Help Enjoy graphic,” n.d.). It is pointless for practitioners to give services when unsure of the effects. All that needs to be done is to remember bits and pieces of the guidelines given within the medical lessons.
Values and Beliefs
As a medical provider, my beliefs and principles constantly affect my daily routine’s teaching and studying sessions. One of my main convictions is that individuals must be dedicated and willing to study and discover new things every day to succeed in the health sector. In the nursing profession, learning never stops as additional and new knowledge is found daily. The healthcare industry is always transforming, and standard procedures are continually improving. For example, before educating patients about a particular drug they are taking, I will make certain that my information is current to ensure that my instruction is adequate (Zhou & Brown, 2015). I appreciate being current on healthcare developments, and as a nurse, I should be prepared to enlighten my clients by staying up with developments effectively.
Conclusion
In conclusion, healthy life is based on studying and educating principles. The medical provider and those who receive health information are at the pinnacle of health privileges. It is the exclusive responsibility of health professionals to stay current in the area by conducting more analysis and utilizing philosophical concepts in their pursuit of effective health education because they have been demonstrated to be trustworthy and coherent.
References
Fiddes, P. J., Brooks, P. M., & Komesaroff, P. (2013). The patient is the teacher: Ambulatory patient-centred student-based interprofessional education where the patient is the teacher who improves patient care outcomes. Internal Medicine Journal, 43(7), 747–750. Web.
All health promotion programs should be developed based on proven theories. The importance of the theoretical component in developing healthy lifestyle promotion programs is confirmed by a large number of such programs created to facilitate changes in health-related behavior among the population. Involving people in changing health behaviors is a difficult task, which is such even in the best conditions. The purpose of this essay is to describe the model of health promotion and the barriers that affect the ability of patients to learn.
The most well known model of health promotion that initiates changes in the behavior of patients is the Godfrey Rosenstock model. The basis of this model is that it is necessary not only to treat patients but also to promote a healthy lifestyle for them. This model is used to predict the behavior and readiness for changes of an individual (Cervera-Torres et al., 2021). In addition, relatives must be included in the treatment process, as this has a beneficial effect on the patient’s recovery.
This model helps the patient to learn how serious the threat to health is, the obstacles to taking preventive measures in the future, and how it is necessary to make a treatment plan. Many barriers affect the patient’s ability to learn, for example, fear of change, pain, or fatigue. In this case, it is essential to demonstrate to the patient that he is not in danger. In addition, it is necessary to explain that training is required to prevent adverse health situations in the future.
The patient’s willingness to learn or change leads to positive results. This is because when receiving new information about how to prevent the manifestation of the disease or how to lead a healthy lifestyle, patients are inclined to use these methods in practice. Naturally, the advice of a professional doctor or nurse aims to ensure that the patient recovers and can independently maintain their health.
In conclusion, training plays a vital role in the organization of the rehabilitation process of a person who is being treated. When implementing training, it is imperative to consider the state of the patient’s cognitive activity and physical condition. It is essential to draw the attention of the patients and their family members to the importance of training for health promotion. The health promotion model’s application will help form a program of recovery and improvement of the quality of life for the patient.
Reference
Cervera-Torres, S., Ruiz-Fernández, S., Godbersen, H., Massó, L., Martínez-Rubio, D., Pintado-Cucarella, S. & Baños, R. (2021). Influence of resilience and optimism on distress and intention to self-isolate: Contrasting lower and higher COVID-19 illness risk samples from an extended health belief model. Frontiers in Psychology, 12(662395), 1-10.
