CNA254 Nursing Practice

Published : 23-Sep,2021 | Views : 10

Question:

The aim of the plan is to educate the patient on how to manage the situation at home after discharge. The objectives of the teaching are that by the end of the program, the patient:

Should be able to understand the importance of self-care after discharge;
Should be able to explain the importance of taking medicine;
Should be able to explain why it is important to adhere to the dosage prescribed by the healthcare provider(Mitchell 2014).
Should be able to illustrate the reasons for strict adherent to all the instructions given by the healthcare provider; and
Should be able to develop behavior changes required for the management of the condition.

Answer:

The teaching will be done in line with the transformational, self-directed, and andragogy theories of adult teaching and learning. The application of these theories will help in delivering a learner-centered individualized teaching (Institute of Medicine 2011). An adult is a person who is conscious of what is happening. Therefore, to benefit from the teaching, all the activities will be properly coordinated and done using the most applicable teaching theories, methodologies, and strategies. To achieve this, the flowing teaching methodologies will be applied:

Face-to-Face Nurse Guided Instruction: Here, the teaching and learning process will be guided by the nurse. The nurse will prepare for the lessons, prepare the learner as well as avail all the required materials. During the teaching and learning process, the nurse will use a variety of teaching strategies such as lecture, questioning, brainstorming, and use of quizzes (Roth, Zittel, Pyfer & Auxter 2016). These are the strategies that will help in ensuring that the learner is adequately educated and provided with the right information needed. The learner will learn well because the process will be tailored towards the learner as the focal point. For example, the use of questioning, brainstorming, and quizzes will make the learner to be an active participant right from the beginning up to the very end of the program. However, the instructor will have to employ the use of interpersonal communication skills when attending to the patient (Hsu, et al 2012). It will help in establishing a good rapport with the patient.

Time Frame

The teaching and learning process will go on for only one month. Each week will have to be divided into 2 sessions. Here, different topics will be covered as illustrated in this timeline:

DATE	DURATION(MINUTES)	TOPIC	TEACHER ACTIVITIES	LEARNER ACTIVITIES
May 27^th	80	Enozaparin	Introducing the topic	Listening, taking notes
May 29^th	80	Oxycodone	Introducing and teaching	Answering and responding to questions
June 2^nd	80	Paracetamol	Teaching; answering questions	Asking and answering questions
June 8^th	80	Post-discharge care	Teaching; questioning	Asking and answering questions; taking notes
June 13^th	80	Self-management	Teaching; brainstorming	answering questions
June 20^th	80	Medication	Teaching; responding to queries	Answering and asking questions
June 27^th	80	Evaluation	Assessment	Asking; answering questions

Evaluation

The teaching and learning process will be evaluated using formative and summative evaluation strategies. Formative evaluation will be continuously done to assess the accomplishment of the short-term session-based objectives. For example, during the first session, an assessment will be carried out to determine the extent to which the patient understands the role of using the drug in managing her condition (Van den Berghe, Vansteenkiste, Cardon, Kirk & Haerens 2014). During the second session, an assessment will be done to measure the degree to which the patient masters the benefits and dosage for the Oxycodone that was given during discharge. The same procedure will be repeated after each and every session to help in determining if really the teaching objectives are realized.

Summative assessment will be done at the end of the teaching program. The main purpose of this assessment is to evaluate the achievement of the overall goals of the teaching process. Here, various aspects of the teaching process will be evaluated. First and foremost, the patient will be assessed based on the understanding of the condition, diagnosis and the treatment procedures applied for managing it. Secondly, the patient will be assessed to determine if she knows the drugs used and appreciates the reasons why it should be used in treating her condition. Finally, the behavior changes adopted by the patient will have to be assessed (Bodenheimer & Berry-Millett 2009). The evaluation will analyze if the patient adopted the desired behavior changes, followed all the instructions, complied with the dosage, and actively engaged in self-care.

References

Bodenheimer, T., & Berry-Millett, R., 2009, Care management of patients with complex health care needs, the Synthesis Project. Princeton, NJ: Robert Wood Johnson Foundation.

Hsu, C., et al., 2012, Spreading a patient-centered medical home redesign: A case study. Journal of Ambulatory Care Management, 35(2), 99-108.

Institute of Medicine. 2011, The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press.

Mitchell, D., 2014, What really works in special and inclusive education: Using evidence-based teaching strategies. New York: Routledge.

Roth, K., Zittel, L., Pyfer, J., & Auxter, D., 2016, Principles and Methods of Adapted Physical Education & Recreation. Jones & Bartlett Publishers.

Van den Berghe, L., Vansteenkiste, M., Cardon, G., Kirk, D., & Haerens, L., 2014, Research on self-determination in physical education: Key findings and proposals for future research. Physical Education and Sport Pedagogy, 19(1), 97-121.