Introduction
Rhea, a 43-year-old woman who survived a spinal cord injury when she was younger, has faced significant challenges in caring for her health. She recently required hospitalization because of the development of urosepsis due to inadequate catheter care. This curriculum is designed to teach Rhea proper care of a suprapubic catheter. The priority is to provide Rhea with the knowledge and skills necessary to care for the catheter appropriately, thereby preventing the recurrence of infection and ensuring her well-being.
Assessment Data and Learning Needs
- Learning Need #1: Need for training in suprapubic catheter care: Rhea was hospitalized due to urosepsis, indicating a lack of knowledge in catheter care.
- Learning Need #2: Need for training in depression management: Rhea’s history of depression and the external unmaintained appearance of the house indicate a need for support.
Priority Nursing Diagnosis
The priority training need for Rhea is education in suprapubic catheter care. Nursing diagnosis: Knowledge deficit on proper suprapubic catheter care.
Goal Statement
Independency and accuracy of providing care for a suprapubic catheter.
Expected Outcome (Smart Criteria)
- Specific: Rhea will be able to perform the catheter care procedure.
- Measurable: assessment checklists will be used to check knowledge and observe procedures being performed.
- Achievable: training will be conducted within a week using available resources.
- Realistic: Rhea will be supported through the training given her history of depression.
- Timely: outcome will be assessed by the end of the week.
Domain of Learning #1
The cognitive domain focuses on acquiring knowledge and understanding. It is relevant for Rhea as she needs to comprehend the importance of catheter care, potential complications, and the steps to maintain it correctly. According to Faaitiiti & Jupiter (2022), the cognitive domain is associated with acquiring knowledge and intellectual skills. In Rhea’s case, knowledge about catheter care is crucial to prevent infections and complications, making the cognitive domain an appropriate choice.
Domain of Learning #2
The affective domain involves emotions, attitudes, and values. Rhea must develop a positive attitude towards catheter care and recognize its significance in maintaining her health. Gaining a positive attitude and motivation toward self-care is essential for individuals with chronic conditions (Casey & Fernandez-Rio, 2019). Nurses can help Rhea overcome any reluctance or anxiety associated with catheter care by addressing it.
Client Barriers
Rhea has paralysis of the lower half of her body due to a spinal cord injury. This physical barrier may make it difficult for her to perform certain suprapubic catheter care procedures, such as washing and disinfecting the skin around the catheter (Wood et al., 2020). Therefore, it may be complicated to achieve and maintain proper hygiene.
Moreover, Rhea has a history of depression, which may affect her motivation and confidence. Thus, she may experience feelings of helplessness and low self-esteem, making learning difficult. A psychological barrier can lead to resistance to learning and difficulty learning new skills.
Teaching Plan
Educational Content
As the first topic in the curriculum, the basics of suprapubic catheter care at home will be covered. It contains knowledge of urinary tract anatomy and the principles of home care (Kaplan et al., 2020). The next topic will be psychological support and depression management. Teaching Rhea the basics of depression, including symptoms, causes, and impact on mental and physical well-being, will help improve the patient’s condition (Köhnen et al., 2021).
Social adjustment and the acquisition of social support will be explored as the final topic. It possesses an understanding of life changes and developing strategies for successful adjustment (Cohen & McKay, 2020). This comprehensive curriculum aims to empower Rhea with the skills and knowledge needed for a holistic approach to her health and well-being.
Teaching Methods
It is essential to use hands-on demonstrations to teach patients how to care for catheters. Rhea will have the opportunity to practice catheter care procedures under the supervision of a physician until she feels confident in her abilities. This hands-on approach promotes active learning and skill development.
Given the unique circumstances of Rhea’s life and her depressed state, individualized instruction will be the primary teaching method. This approach offers individualized attention, providing a unique educational experience. Classes will be held in Rhea’s home environment, enabling students to learn in a familiar and comfortable place. The schedule will be flexible and adapted to Rhea’s unique needs.
Considering Rhea’s potential emotional and physical fluctuations related to spinal cord injury and depression, sessions will be held when she is most alert and receptive to learning. Strategies will incorporate an initial assessment and comprehensive step-by-step sessions on proper catheter care. These will include practical demonstrations, visual aids, and clear verbal explanations to ensure Rhea understands every aspect of the procedure.
Teaching Resources
The first resource required for plan implementation is a catheter care kit and manual. This kit will include all the necessary supplies and equipment for catheter care, such as sterile gloves, antiseptic solution, catheter fixation devices, and a step-by-step guide to catheter care (Alberta, 2023). Having this kit ensures that Rhea will have access to the materials needed for hands-on practice and reinforces the importance of using the correct supplies.
Visual aids in instructional videos and brochures will supplement individualized instruction. These resources demonstrate catheter care procedures in a clear and accessible manner (Cardinal Health, 2020). Rhea can refer to these materials between sessions to reinforce her learning. Considering Rhea’s history of depression and the potential need for ongoing support, internet resources, such as the CDC website (Centers for Disease Control and Prevention, 2023). Access to reputable websites and forums related to catheter care and support for patients with spinal cord injuries will give her a sense of community and an opportunity to seek advice or share experiences.
Evaluation of Learning
Open-ended questions will be used to assess the cognitive domain. Regular inquiries during the sessions will assess Rhea’s understanding of catheter care concepts and encourage her to explain key points in her own words. This aligns with Bloom’s taxonomy, which categorizes cognitive learning into distinct levels, ranging from knowledge and understanding to application and analysis (Potter et al., 2018). The expected outcomes will be evaluated on Rhea’s ability to demonstrate memorization and application of knowledge. The assessment will focus on her ability to explain catheter care procedures, recognize possible complications, and make informed decisions about catheter care.
As for the affective domain, it will be evaluated through interviews and observations of emotions. Karol et al. (2019) emphasize the importance of assessing affective learning outcomes through both observation and self-reporting, as emotions and attitudes play a crucial role in learning. The expected outcome will be estimated on Rhea’s expressed attitudes, emotions, and feelings related to catheter care. The goal is to increase confidence, decrease anxiety, and have a positive attitude toward self-care.
Analysis of the Teaching Process
Importance of Teaching
Education plays a crucial role in patient care, as it enhances self-management. Patient education empowers patients to take an active role in their own care and management of health. This process contributes to the reduced dependence on medical staff (Wood et al., 2020). Moreover, education impacts the quality of care since trained patients are more aware of their needs and can care for themselves more competently.
Strengths and Challenges
The strengths of the plan include an individualized approach and integration. It is tailored to Rhea’s unique needs and characteristics, which helps to support better and motivate the patient. Furthermore, the plan seamlessly integrates training in several areas, allowing Rhea to develop essential skills in care, psychological support, and social adaptation simultaneously. The patient’s resources and motivation are significant. Implementing an extensive education plan requires resources and time, the amount of which is often insufficient. Furthermore, patients may have varying degrees of motivation to learn, and sometimes, they can experience difficulties in active participation.
Benefits
Developing comprehensive education plans in nursing practice offers significant benefits to patients and healthcare providers. Such plans improve patient outcomes, empower individuals to actively manage their health, and promote effective communication between healthcare providers and patients. The ability to develop and implement effective education allows healthcare providers to address each patient’s unique needs and preferences, providing a personalized and relevant educational experience.
Conclusion
In conclusion, the teaching plan developed for Rhea addresses her priority learning need of catheter care knowledge and skills. This plan prioritizes her well-being by tailoring education to her unique needs and integrating various domains of learning, including cognitive and affective. It emphasizes the importance of individualized care, highlights the strengths of an integrated approach, and acknowledges challenges related to resources and patient motivation.
The plan outlines three key teaching topics: catheter hygiene and infection prevention, recognizing catheter-related complications, and emotional well-being and social support. These topics are complemented by a range of teaching methods, including one-on-one sessions, visual aids, and online resources, all supported by a catheter care kit. The teaching plan’s benefits extend beyond Rhea’s immediate needs, offering her increased independence and a higher quality of life.
References
Cardinal Health. (2020). Cardinal health CAUTI prevention: CDC guidelines for appropriate use of urinary catheters. [Video]. YouTube.
Casey, A., & Fernandez-Rio, J. (2019). Cooperative learning and the affective domain. Journal of Physical Education, Recreation & Dance, 90(3), 12-17.
Centers for Disease Control and Prevention. (2023). Sepsis.
Cohen, S., & McKay, G. (2020). Handbook of psychology and health. Routledge.
Faaitiiti, K. L., & Jupiter, D. C. (2022). Diabetes-Specific Dementia: A Structured Literature Review of Cognitive Assessment Methods. The Journal of Foot and Ankle Surgery, 61(2), 401-409.
Kaplan, R., Abrashkin, K., & Deligiannidis, K. (2020). Urinary Catheter Management at Home. Home-Based Medical Care for Older Adults: A Clinical Case Book, 125-130.
Karol, D., Wilson, S., Elliott, C., & Chen, K. (2019). P139: The use of simulation in emergency medicine UGME clerkship education: A quality improvement initiative. Canadian Journal of Emergency Medicine, 21(1), 114-115.
Köhnen, M., Dreier, M., Seeralan, T., Kriston, L., Härter, M., Baumeister, H., & Liebherz, S. (2021). Evidence on technology-based psychological interventions in diagnosed depression: systematic review. JMIR Mental Health, 8(2), 21-70.
Potter, P. A., Perry, A. G., Stockert, P. A., Hall, A., Astle, B. J., & Duggleby, W. (2018). Canadian Fundamentals of Nursing. Elsevier Health Sciences.
Wood, B., Habashy, D., Mayne, D. J., Dhar, A., Purvis, C., & Skyring, T. (2020). The utility of preoperative and intraoperative cultures for guiding urosepsis empirical treatment. Journal of Clinical Urology, 13(2), 132-139.