According to Healthy People 2012 there are more then 800,000 new cases of diabetes each year, with the numbers on the rise. With this in mind, Healthy People 2012 has identified diabetes as their number five focus area. In order to reach their goal of improving the quality of life for people with diabetes they have identified diabetes teaching as their number one objective. Furthermore, in order to reduce the number of complications of diabetes, Healthy People 2012 has identified foot ulcers as their ninth objective. Through patient education Healthy People 2012 hopes to reduce the number of foot ulcers in people with diabetes, as diabetes is the number one cause of nontraumatic amputations in the United States. In order to successfully reduce the number of amputations and diabetic foot ulcers, patient teaching is essential. Patient teaching, as with the nursing process, begins with assessment in order to identify the patients learning needs (Wilkinson & Van Leuven, 2007).
For example, when implementing a teaching and learning tool for a patient, the nurse must first assess the patient in order to identify the areas of teaching needed. In this example we’ll look at J.L. who is a seventy two year old male with a history including the following: hypertension, heart murmur, pacemaker, CAD, cardiomyopathy, hyperpotassemia, hypercholesterolemia, cigarette smoking and diabetes. In addition to the patient’s past medical history, assessment data is needed to help identify teaching needs. In this example, J.L. was found walking in his apartment without any shoes or socks on and was seen exiting the apartment complex with his shoes and no socks. Upon examination of both his left and right feet, the top and bottom of hi...
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...ous that further time should have been allocated in order to fully teach J.L. on diabetic foot care. Additionally, because the teaching tool was implemented on the same day as a teaching tool on diabetic nutrition the patient could have felt overwhelmed with the teaching. In the future, these items need to be identified as barriers to learning and if possible avoided.
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.
Diabetes education is a structured education and self-management (at diagnosis and regularly reviewed and reinforced) to promote awareness. Diet and lifestyle, healthy diet, weight loss if the person is overweight, smoking cessation, regular physical exercise. Maximizing glucose control while minimizing adverse effects of treatment such as hypoglycemia. Reduction of other risk factors for complications of diabetes, including the early detection and management of hypertension, drug treatment to modify lipid levels and consideration of antiplatelet therapy with aspirin. Early intervention for complications of diabetes,, including cardiovascular disease, feet problems, eye problems, kidney problems and neuropathy.
The College of Nurses of Ontario (CNO) is the governing body of all registered nurses in Ontario and is regulated. The CNO provides expectations and guidelines to follow, which need to be met by each Registered Practical Nurse (RPN) individually. As a nursing student, I am taught about the CNO and the importance of referring back to the guidelines while caring for patients. While gaining experiencing in the nursing field through my clinical settings, I have realized as a nursing student there are areas I need further development in. In this paper, I will address two of my learning needs and my goal for each. I will also discuss the plan I created in order to successfully meet my learning needs prior to becoming an RPN, and
The teach-back method is an evidence-based practice used in patient education. Clinicians use teach-back to educate patients about health information and enable them to “subsequently evaluate whether learning has occurred” (Tamura-Lis, 2013, p. 267). Teach-back checks for patient understanding of medical diagnosis, treatments, and instructions regarding disease complications (Tamura-Lis, 2013, p. 269). Patients become knowledgeable about their disease process and consequently, teach-back promotes clarification and prevents communication errors. It is important to hospital-based nursing because it optimizes patient learning and comprehension (Tamura-Lis, 2013, p. 270). Ultimately, teach-back helps improve quality care, safety, and patient satisfaction (Tamura-Lis, 2013, p. 271).
..., R.M. & Jones, J.R. (2010). From practice to education: Perspectives from three nurse leaders. Journal of Continuing Education in Nursing, 41(2), 83-87. doi: 10.3928/00220124-20100126-0
Practice setting is a vital arena for construction of new knowledge by healthcare practitioners (Higgs et al, 2004). On reflection during this dissertation, explicit or empirical knowledge has played a large part in my decision to initiate and implement the new practice as it has involved analysis of current practice and reviewing current literature. It has enables me to recognised the philosophy of diabetic care that been practiced and the needs of appropriate development to improve diabetes care through more effective and up-dated philosophy of care. Besides that, I have identifies the conflict that exist in diabetes education practice not only at my practice but throughout the state in my country.
Every action of my day, every bite of food and every amount of exercise affects my health. I have had Juvenile Diabetes for thirteen years, and now I have decided to take on the task of not only managing my own health, but other’s as well. Managing my diabetes has not always been a huge struggle for me, but with the new stress of nursing school, it is becoming a balancing act between school and my own health.
New Perspective: In my future learning experiences, I believe what I have learned at Southlake will help me quickly adapt to the new charting system at other health care facilities. In addition, I have learned how nurses play a different role from doctors. As nurses, we focus on caring the patients while doctors aim to treat the health problems that the patients suffer from.
With the current literature research diabetes a growing among patients across the world. There several ways nursing can educate their patients on this disease that is killing their patients day to day. Educating their patients on getting physically active, changing their diet, and not smoking our some
Sarah should determine the LPN’s knowledge base regarding the current patient cases she is responsible in caring for. For instance, the LPN may have extensive knowledge regarding the care of the diabetic patient and may be able to provide patient education to them on her own. However, Sarah should still assess the LPN’s knowledge regarding the teaching and may be able to advise the LPN of specifics to educate on. Additionally, Sarah should still speak with the diabetic patient and assess their understanding of the teaching and serve as a resource for any questions the patient might
Patients need information about their illness, side effects, complication and how to care for it. Diabetes education must be effective and accurate in quality, content, and method (Atak & Arslan, 2005). Diabetes education should happen concurrently with diagnosis and throughout treatment for a patient and should involve a structured program.
The professional boundary is of particular importance as a student nurse in clinical settings, Professional boundary is an important concept to grasp early on as this is how nurses learn to distinguish a therapeutic relationship versus a mutual relationship. Nurse’s are the caregiver and a therapeutic relationship is based on the patient’s needs. Equally of importance, the nurse should include the patient in part of his or her planning of care. In a clinical setting, a student, should recognize that in order for the patient to achieve the desired outcome, the patient needs to be involved in that process. As an example, educating a new diabetic patient on how to self -monitor the glucose levels, the nurse evaluates his or her teaching by allowing the patient to demonstrate the proper way of checking his or her glucose level and understanding what the level means in terms of treatment. To have an effective clinical experience, components of provision 2 should be accounted for in any
The patient education brochure that I choose for this assignment connects colorectal cancer screening and scheduling colonoscopies. It was designed as an educational instrument as a health prevention tool by Indiana University Health for adult men and women. This brochure is specifically targeted for adult women and men, aged 50 and older with the special considerations of African American population beginning at age 45 and those who have had a family history of colon cancer to screen 10 years prior to when the family member had precancerous polyps, cancer or the age of 40 whichever comes first (Indiana University Health, 2012).
According to the American Diabetes Association (ADA), Diabetes Mellitus continues to rise in the United States with almost 30 million children and adults having diabetes. Approximately 90-95% of those diagnosed are diagnosed with Type 2 Diabetes Mellitus. (ADA, 2014) The need for further patient education by medical-surgical nurses has increased due to the rising number of diabetic patients. Glucose control is important in not only the promotion of health but in the prevention and early interventions of further long-term complication or comorbidities. By focusing on patient education and the responsibility of self-management the patients have the ability to
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.
A teaching plan is one of the most important steps in nursing process. It is a vital tool used to achieve the best quality of patient care. A nurse should teach the patient what they need to know about their disease or disorder, diet, treatment, medication regimens, and self-care (Taylor, LeMone, Lillis, & Lynn, 2008). In this paper, I will explain teaching plan for diabetes patient with regular insulin injection including with the purpose of plan, outcomes, behavioral objectives, and teaching method.