I chose to write my teaching-learning paper on how to take a radial pulse. I knew “Nurses are involved in client education to promote wellness, prevent or diagnose illness early, restore optimal health & function if illness has occurred, and assist clients and families to cope with alterations in health status.” (Craven & Hirnle, 2008, p. 347) However, I had to come up with a reason for choosing how to take a radial pulse. I know in the field the client would already have the needs to learn, so I asked my client. I approached the client and asked him to give me a reason why he wanted to learn to take a radial pulse. His first reaction was “Can I use it to find out if someone is dead?” He said this smiling with a smirk of pure mischievous motives. Shaking my head, I told the client “Yes, but really, give me a reason.” He followed up with “Well, I can get information together to see how I can build an exercise regimen. Don’t I need to know how to do that for exercising?” After explaining to him that yes, you need to reach a target heart rate where you know you are burning calories at best we both decided we discovered our goal for this project.
“The teaching-learning process empowers client to achieve increased wellness or to manage specific healthcare needs.” (C raven & Hirnle, 2008, p.345) Knowing this, I had discovered my goal for the client as well.
Before beginning the teaching progress I need to learn about my client’s learning needs. “Determine what the client needs to know or do to function more independently” (Craven & Hirnle, 2008, p. 348). The best ways to gather information about your client is to ask your client. Therefore, I had asked my client what he knew about taking a radial pulse. His reply was “I only k...
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...necting to your client and understanding their needs before pressing your teaching upon them. No client is willing to learn from someone who is in a hurry and just passing information like it is a voting pamphlet. Every client must be reached on their level to meet their concerns and their needs.
Works Cited
Carpenito-Moyet, L.J. (2010). Handbook of Nursing Diagnosis 13th Edition. Philadelphia: Lippincott Williams & Wilkins.
Craven, R.F., & Hirnle, C.J. (2008). Fundamentals of Nursing: Human Health and Function 6th Edition. Philadelphia: Lippincott Williams & Wilkins.
D’Amico, Med, RN, D, & Barbarito, EdD, RN, C. (2007). Health & Physical Assessment in Nursing. Upper Saddle River, New Jersey: Pearson Education, Inc..
Smith, L. (2003). Help! My patient's illiterate. Nursing, 33(11 Part 1), 32hn6. Retrieved from CINAHL Plus with Full Text database.
...s, K.D., London, F. (2005). Patient education in health and illness (5th ed.). New York: Lippincott.
Taylor, C. (2011). Introduction to Nursing. Fundamentals of nursing: the art and science of nursing care (7th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Studies show that patients forget at least half of the information explained to them (Tamaru-Lis, 2013, p. 268). In addition, low health literacy correlates with poor disease management, readmissions, and poor compliance to treatments (Eadie, 2014, p. 9). The goal of teach-back, therefore, is to improve recollection and increase health literacy. Nursing practice is aimed towards meeting these goals. Ultimately, nursing practice will improve as nurses are better able to deliver quality care, promote patient safety, and increase patient satisfaction. As a result, patient outcomes are optimized because teach-back minimizes communication errors and encourages participation. Participation allows patients to make appropriate decisions which direct health care professionals to provide patient-centered care.
Zaccagnini, M., & White, K. (2014). The doctor of nursing practice essentials. (2nd ed.). Sudbury, MA: Bartlett Publishers.
This experience will definitely influence my future practice; my action plan would be using those teaching strategies in preparing students to face the clinical environment, to ensure optimal patients’ health outcomes and it helps to build a competent and independent clinician.
Craven, R., & Hirnle, C. (2009). Fundamentals of nursing: Human health and function (6th ed.). Philadelphia: Lippincott.
Potter, P. & Perry, A. (2009). Fundamentals of Nursing (7th ed.) St. Louis: Mosby Elsevier, 1029-1084.
In conclusion, teaching and learning is a complex and essential component of the nursing process. As seen in this case study, different teaching domains and strategies need to be utilized in order to help clients recall and apply important aspects vital to their health and ultimate quality of life. By providing J.L. with a diverse teaching tool that encompasses different types of learning domains, J.L. has all the information at hand to help him implement his diabetic foot care regimen.
Stacey completed a very thorough holistic health assessment while working with her patient Alex Carpenter. One aspect I believe she did exceptionally well was the provision of various health teachings throughout the assessment. The specific health teaching that stood out to me occurred when she was obtaining data pertaining to the patient’s smoking history. The patient pointed out that he has smoked for the past thirty years and Stacey thereby provided some information related to the various affects smoking has on the respiratory system. I found this teaching to be very important because the patient has been diagnosed with Chronic Obstructive Pulmonary Disorder (COPD) and smoking can aggravated the symptoms associated with this illness and
Spark Ralph, S. & Taylor, C. M. (2011). Nursing diagnosis reference manual (8th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Any learning that occurs should focus on treatments, tests, and minimizing pain and discomfort as they improve they can shift their focus of learning (Kitchie, 2014, p.127). I will continue to provide a meeting location that is both comfortable and private. In the emotional aspect of M.M. and her family I will try to identify moments when members feel emotionally supported as it sets the stage for a teachable moment (Miller & Nigolian, 2011, p.56). I will also discuss with each member their previous coping strategies that used that have been successful and to encourage them to find a way to build on and strengthen these qualities. Using teaching methods that are interactive and allow patients equal contributions and participation can help promote health compliance (Habel, 2005,
.... Professional nursing: Concepts and challenges (6th ed.). Philadelphia, PA: Elsevier Science Health Science div.
Polit, D. F., & Beck, C. T. (2010). Essentials of Nursing Research (7th ed): Lippincott, Williams & Wilkins.
Through research studies, it has been determined that the teach-back method is effective when educating patients and assessing learning. Teach-back education sessions are low cost, can have a positive impact on a patient’s life and may prevent readmission of the patient (White, Garbez, Carroll, Brinker, & Howie-Esquivel, 2013). The nursing education department in the hospital is aware of the issues and have been providing unit based in-services on the use of interpreters, and the teach-back method. Hopefully, this will benefit the patients and the staff.
Potter, P. A., & Perry, A. G. (2009). Fundamentals of nursing (Seventh ed.). St. Louis, Mo.: Mosby Elsevier.