nurses who frequently enhance the communication problems in discharge planning, and who strive to improve the working relationship, collaboration and who use the teamwork approach to patient and family centered discharge planning will greatly reduce patient readmission (Lo, Stuenkel, and Rodriguez, 2009, p. 160). Lo, Stuenkel and Rodriguez (2009) emphasize that an organized and well prepared discharge planning, education of patients with multi-lingual services and use of different methods of teaching greatly improves the patients’ outcome (p.157). These include an experienced and well-taught phone call follow-up sessions after discharge along with ensuring the extension of adequate postoperative care. Another way nurses can deliver a planned discharged teaching is by providing direct checklist for patient and family to follow. One must understand that these approaches will enforce the staff nurses and other health care providers to develop the safe patient transition to home.
Educating In-general discharge is very complex for both nurses to teach and patients to understand it completely. One must understand how years of experience in the several acute care facilities have a major influence in planning an adequate amount of discharge teaching. During hospital stays patients and families are usually in deep stress and need the ultimate nursing care practices. From the studies’ done, several methods of educating staff have been suggested. However, many studies pointed out that verbal discharge teaching has not been demonstrated to be very effective alone. Therefore, Morderchai (2009) highlight that nurses must be taught periodically how to prepare and teach effective discharge teaching in “pre-licensure programs and c...
... middle of paper ...
...acute care to home: a review of issues in discharge teaching and a framework for better practice. Canadian Journal of Cardiovascular Nursing, 23(3).
Mesteig, M., Helbostad, J. L., Sletvold, O., Røsstad, T., & Saltvedt, I. (2010). Unwanted incidents during transition of geriatric patients from hospital to home: a prospective observational study. BMC health services research, 10(1), 1.
Nosbusch, J. M., Weiss, M. E., & Bobay, K. L. (2011). An integrated review of the literature on challenges confronting the acute care staff nurse in discharge planning. Journal of clinical nursing, 20(5‐6), 754-774.
Reynolds, M. A. H. (2009). Postoperative pain management discharge teaching in a rural population. Pain Management Nursing, 10(2), 76-84.
Is "teach-back" associated with knowledge retention and hospital readmission in hospitalized heart failure patients?
Evidence shows that patients and carers involvement in discharge planning process maximised patient engagement throughout the treatment process and improves understanding regarding expectations (White, 2014). Nurses play a vital role in educating patients about health condition and management techniques. Evidence suggests that nurses must be experienced and should have ability to assess and make critical decision regarding the discharge process (White, 2014). In this case, Maree has undergone through laparoscopic cholecystectomy and she is going to discharge from hospital after one day of surgery. During discharge time nurse should instruct Maree about the importance of taking medications that are prescribed and actions of medications. Nurse should provide instruction to Maree and family regarding observation that may indicate obstruction such as jaundice, changes in stool and urine colour and pruritus. In addition, instruct patient about signs and symptoms that should be reported such as redness, swelling, bile coloured drainage or pus from incision site and any other signs of infection or inflammation. Nurse should explain that normal activities could be resumed gradually. In this case, Maree continued to refuse moving around and to take deep breaths. Therefore it is important to explain her about the importance of light exercise (walking), which can be done immediately but heavy
Discharge planning and education has been one of the most important component of patients education provided y nurses and other health care providers. According to Bastable (2008) patient education is the process of assisting people to learn health related behavior that can be incorporated into everyday life with the goal of optimal health and independent in health care. She also mentioned that key to learning and changing is the individual cognition, perception, thoughts, memory, and ways of processing and structuring information. The purpose of this discussion is to provide a home discharge planning for Tina Jones on wound care, diabetes and asthma management (Bastable, Susan Bacorn, 2008).
At the multidisciplinary meeting, the nurse will collect and assess the information provided by the other disciplines and family members stating that the patient is not at her prior level of functioning and then analyze the information to develop a diagnosis of deconditioning. Next, the nurse identifies outcomes for the patient to get stronger, achieve prior level of function, have activities of daily living (ADL’s) met in a safe environment by planning for home health, equipment, and 24/7 supervision through family or placement in a facility. This will be implemented by coordinating delivery of a walker and a 3 in 1 chair prior to discharge to daughter’s home with the home health agency nurse, physical therapist, and aide scheduled to start that day. In a week, the nurse evaluates that outcomes are being met by following up with patient, daughter, and home health agency evaluating that the patient is getting stronger, ADL’s are being met, and will soon be able to return to living independently. To achieve these standards of practice, every nurse should be aware of her own nurse practice act to ensure to be functioning with in the laws of the nurse’s state and to ensure the best outcomes and safety of the patients. In closing, it is every nurses duty to be the best nurse they are capable of being by looking at the scope of nursing practice which gives us the framework to achieve
Although nurses do not wield the power of doctors in hospital settings, they are still able to effectively compensate for a doctor’s deficits in a variety of ways to assure patient recovery. Nurses meet a patient’s physical needs, which assures comfort and dignity Nurses explain and translate unfamiliar procedures and treatments to patients which makes the patient a partner in his own care and aids in patient compliance. Nurses communicate patient symptoms and concerns to physicians so treatment can be altered if necessary and most importantly, nurses provide emotional support to patients in distress.
Tadić, A., Wagner, S., Hoch, J., Başkaya, Ö., von Cube, R., Skaletz, C., ... & Dahmen, N. (2009).
Zaslansky, R., Eisenberg, E., Peskin, B., Sprecher, E., Reis, D., Zinman, C., & Brill, S. (2006).
Tackett, J. L., Lahey, B. B., van Hulle, C., Waldman, I., Krueger, R. F., & Rathouz, P. J. (2013).
Nursing staff, Social Workers, and case managers play an important role in the discharge planning which also correlates with patient safety outcomes. Case managers and social workers work face to face with...
Timpano, K. R., Keough, M. E., Mahaffey, B., Schmidt, N. B., & Abramowitz, J. (2010).
Brand, B., Classen, C., Lanins, R., Loewenstein, R., McNary, S., Pain, C., Putnam, F. (2009). A
Nurses playing an important role in communication with the patient. ”communication is a life long learning process for nurse.’’(P & P). Nurses are working with patients and their families from their birth to death. It is mandatory to the nurse to maintain or create a therapeutic relationship, communication throughout their caring process. For effective communication the nurse should understand their cultural belief, and values, etc. One person’s personal beliefs, traditions and values can influence their recognition of their health and wellness. Based on that they will choose their medical care and treatment. (Nadline Caron). Aboriginal people are the original inhabitants of the Canadian land. Aboriginal peoples are living with their
Davenport, Joan M., Stacy Estridge, and Dolores M. Zygmont. Medical-surgical nursing. 2nd ed. Upper Saddle River, N.J.: Pearson Prentice Hall, 2008, 66-88.
Timpano, K. R., Keough, M. E., Mahaffey, B., Schmidt, N. B., & Abramowitz, J. (2010).
Anton, M. E., Baskin-Sommers, A. R., Vitale, J. E., Curtin, J. J., & Newman, J. P. (2012).
The purpose of this post is to discuss discharge planning for Ms. Jones. I will discuss two learning objectives that I expect Ms. Jones to meet by the end of my discharge instructions, as well as the method I will use to evaluate whether the patient learned the information. On discharge, a former patient is expected to monitor and manage his or her change in health status (McBride & Andrews, 2013). It is important for the nurse to assess what the patient already knows about their condition, what they want to learn more about, and set mutual goals with the patient (Bastable, 2014). It is vital that Ms. Jones receive home health care during her transition to home, especially since she has multiple medical issues to address. Sharing the educational