Evaluation of Colostomy Care Education Materials According to the Patient Protection and Affordable Care Act (2010), health literacy is defined as “the degree to which an individual has the capacity to obtain, communicate, process, and understand health information and services in order to make appropriate health decisions” (p. 591). One standard for nursing practice is to provide client education, which can directly affect the client’s ability to care for their illness and ongoing recovery (Smith, 2012). Within their health library, the University of Pittsburg Medical Center (UPMC) provides patient education materials for ostomy care, including “Care of Stoma,” “Colostomy Care,” “Ileostomy Care,” “Managing Your Urostomy,” and ”Ostomy Nutrition …show more content…
Department of Health and Human Services has developed The Patient Education Materials Assessment Tool (PEMAT) to help assess whether patient education materials are understandable. Based on this guide, the Understandability Score is 86.6 percent, while the Actionability Score is 83.3 percent (Shoemaker, Wolf, & Brach, 2016). Specifically, the material provides a clear purpose and is broken down into sections, including helpful hints, applying the pouching system, tips for colostomy care, and when to call the doctor. The first section uses bullet points for each hint, the second section numbers each step, and the tips section includes subsections on applying the pouch, changing the pouch, emptying the pouch, bathing, wearing the pouch, going away from home, and reducing odor (University of Pittsburgh Medical Center, n.d.). Finally, the last section uses bullet points to highlight symptoms which would necessitate contacting the doctor. It includes four figures showing how to apply the pouch, but on the printed version, figure three is cut-off between pages one and two. There are relatively few references to numbers within the material and the reader is not required to perform any …show more content…
Two other patient education materials on colostomy care written by Memorial Sloan Kettering Cancer Center and Northwestern Memorial Hospital are much more thorough and visually appealing. Although the factual information provided by UPMC is comparable, a few suggestions for improvement include (a) increasing the use of color on the website; (b) using a video to demonstrate how to apply the pouch system; (c) adding a section on frequently asked questions; (d) adding a list of support services, additional reading resources, and organizations; (e) providing information regarding the author and date material was revised; and (f) providing material in alternative
The adoption of clinical information systems is one way that healthcare organizations are making an effort to improve patient safety, provide a means to exemplify regulatory compliance, and facilitate exchange of patient information between care providers (Kirkley & Stein, 2004; Nadzam, 2009). To achieve this goal, Barnes-Jewish Hospital (BJH) recently implemented a new CPOE/clinical documentation system. One of the objectives of the new system was to give bedside clinicians a standardized electronic tool, known as the Clinical Summary, for bedside shift hand-off reporting. Soon after go-live, it was identified that the standard nursing Clinical Summary did not meet specialized the reporting needs of the nurses on the Women and Infants divisions. Consequently, an application enhancement request was submitted. The goal of this project is to synthesize the knowledge gained throughout this Masters Degree program to initiate, plan, and execute changes to the current clinical documentation system to provide a standardized Clinical Summary review screen to meet the specialized hand-off reporting needs of the nurses on the Women and Infants divisions at BJH. This paper includes project objectives, a supporting evidence-based literature review, project methodology, formative and summative evaluation criteria, and a graphical timeline with a narrative description for the Women and Infants Clinical Summary project.
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).
Hinkle, J., Cheever, K., & , (2012). Textbook of medical-surgical nursing. (13 ed., pp. 586-588). Philadelphia: Wolters Kluwer Health
The task of documentation is vital to nursing practice. Many times, however, this documentation is repeated in different areas of a patient’s chart. DiPietro et al. (2008) reported that 40% of the written documentation done by nurses was on personal paper at the patient’s bedside. This had to be copied into the formal patient record at a later time, resulting in double documentation. The reason nurses are forced to use this method of documentation instead of transcribing assessments directly into the chart is that this vital record of the patient’s information is often not readily available. Because several disciplines of the healthcare team require the chart throughout the day, there is no guarantee as to when the nurse may actually have access to it. Additionally, in almost all hospitals that utilize paper charting, the chart must travel with the patient when he or she leaves the floor for testing or procedures. This creates another roadblock to all members of the healthcare tea...
Utilizing this tool will allow The Restorative Nurse and Wound Nurse to generate a graph based off of the data retrieved from the Center of Medicare and Medicaid Services (CMS) quarterly Quality Measures Report (APPENDIX B). The Wound Nurse and Restorative Nurse will start with the last data reported before the start of the On-Time Project and then graph the data every three months during the On-Time Project for the following areas: falls, weight loss, in- house acquired pressure injuries and nosocomial infection. For that purpose, to monitor the effectiveness of the On- Time Project the Wound Nurse and Restorative Nurse will provide a designated share drive to present to the Director of Nursing and other stakeholders on a quarterly schedule at the quarterly Quality Assurance Improvement Program(QAIP)
Since my lab class of nursing practice in Ontario 1 (IEPN 125) has started, I learned about some medical devices and nursing practices which were different from my previous nursing experience, for example we did not have syringes with safety cap (needles with protective cap) in my work place.
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,
Nurses have both learning and teaching responsibilities. Continuing education for nurses is very important in order to maintain their knowledge and skills among the health care development. If it is true, that the ability of teaching is a complex process, one fundamental part of this process is the ability of the learner to receive information, process the information and carry out in practice. Learning, is a change in human ability or capability of willing to learn and act on the learning (Blais, Hayes, Kozier, & Erb, 2006); is a transformation of behaviors, existing knowledge, ability and values to change an area of need to become better as individual. When teaching how to use the EpiPen, the following components are applied and planned: detailed assessment of the learner, learner objectives, defined topic and outline for the learner, materials and teaching methods, teaching sessions with focus on an interpersonal process recording, and finally an evaluation of the teaching plan provided by return demonstration.
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.
I shadowed a primary care physician (PCP), a cardiologist, and a General surgeon in Little Rock. I was introduced to triaging, monitoring patient diets, and transitioning from diagnosis to treatment. These experiences exposed me to some of the immense responsibilities of doctors. Through my experience shadowing Dr. Richard Jackson, I learned the necessity of compassion in a physician and that it is as important as medical procedures. I observed him putting a colostomy bag on a seven-year-old girl diagnosed with colon cancer. When she recovered from surgery, he noticed she was sad and scared about the colostomy bag. He comforted her by telling stories of many other children who also had colostomy bags at a young age and finished his conversation by making funny faces at her. This made her happy and her smile expressed joy and the beauty of being alive. It taught me that a patient’s emotional health is as important as their physical health, and both factors need to be considered when providing care. This shadowing experience enabled me to see what it is like to be as a practicing physician and further reinforced my desire to be a
Brunner, L.S. & Suddarth, D. S Textbook of Medical- Surgical Nursing, 1988 6th ed. J. B. Lippincott Company, Philadelphia
I went to the operating room on March 23, 2016 for the Wilkes Community College Nursing Class of 2017 for observation. Another student and I were assigned to this unit from 7:30am-2:00pm. When we got their we changed into the operating room scrubs, placed a bonnet on our heads and placed booties over our shoes. I got to observe three different surgeries, two laparoscopic shoulder surgeries and one ankle surgery. While cleaning the surgical room for the next surgery, I got to communicate with the nurses and surgical team they explained the flow and equipment that was used in the operating room.
. Most of my career has been in community nursing providing care in the patient’s home. This opportunity has allowed me to be a teacher and encourage health promotion. This can be very challenging due to issues with literacy and the patient’s readiness for change. This course has exposed me to the many different learning theories that have been developed and how to effectively assess the in order to develop and implement an effective teaching plan. Teaching strategies and plans must be specific to the learner and barriers need to be identified early so they can be overcome to promote better outcomes
The principles of documentation is clear, confidential, accurate, complete and concise, objective, organized and timely. Using documentation nurses are required to legally and ethically keep all information in the patient record confidential. There is the Health Insurance Portability and Accountability Act, known as HIPAA, which helps gives patients a greater control over their health care record (). Precise measurements and times must be used as much as possible. Accuracy can be enhanced through point of care documentation (Craven, 2017). The accuracy of documentation can be view from three perspectives veridical reflection of nursing, comprehensive while through detail of a patient journey and finally clarity in usage terms (Britain Summer of Nursing). The accuracy part is the really vital part in documentation within nursing because it shows the complete reflection of the stages of care that was provided by the health care professionals to an individual. Next, when an individual is documenting it needs to be complete and concise and organized. Having the report done as so allows for any health professional to find any information quick as possible without having to search throughout the entire chart for answers. When reporting it needs to be in a chronical flow order of the information about the patient care and procedures being done, within the chronological