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: _______________________
References
Centers for Disease Control and Prevention (n.d.). National Health and Nutrition Examination Survey. 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). Hypertensive Heart Disease. 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.