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 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).
Journal of Continuing Education in Nursing, 44(9), 406. doi:10.3928/00220124-20130617-38. Torpy, J. M. (2011). The 'Standard' Diabetes. Jama, 305(24), 2592 pp.
In recent years, diabetes education has become an integral part of diabetes treatment (Piccinino et al, 2015). The 2012 National Standards for Diabetes Self-Management Education (DSME) defines education as an exchange of knowledge, tools and practices that will address client needs. Patients need information about their illness, side effects, complications 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.
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
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
setting. Journal of Nursing Education, 41(2), 61-68. Retrieved from CINAHL Plus with Full Text database.
Introduction 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 experience 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 goals for each.
The article was complicated, but it helped address the learning patterns and what a nurse needs to know in their practice to better themselves and provide the best care for a patient. By acknowledging the patient as a person, applying science based practice, using artful skills, and ethically providing care to a patient, the nurse extends their patterns of knowing and forms their knowledge base.
The goal of my learning plan is to promote health maintenance and restoration for hip or knee replacement surgery patients by providing patient education sessions and information pamphlets on post-operative pain and swelling management between the periods of week 8 to week 10. During the implementation process of my learning plan I used the Community Health Nurses association’s standard as a guide to help me advance with the production and presentation. I focused my learning plan on the standard of health maintenance, restoration, and palliation under the category of promoting health. This standard can be defined as “providing clinical nursing, palliative care, health teaching and/or counseling to individuals and families as they experience illness and life crisis…” (Peter, Sweatman, & Carlin, 2012, p. 66) I am doing a teaching session and pamphlet for my learning plan which is included in the area of health teaching. Peter et al also described the possible outcomes of this process which is to encourage participation of patient and family members to engage in the development of their care plan by maximizing their capacity to take responsibility for and manage their own care. (Peter et al, 2012, p. 66) I hope the implementation of my learning plan can educate the patients so they can understand more about their health and gain knowledge on types of interventions they can use at home to enhance their recovery. For example, if the patient feels pain and swelling at home, they will be able to have the knowledge that they can use ice to help reduce the pain and swelling. I followed the CNO’s ethics practice standard. This standard stated about respecting client’s choice and ensuring privacy and confidentiality during the caring process...
Introduction A teaching plan is one of the most important steps in the 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 the purpose of plan, outcomes, behavioral objectives, and teaching method.
The learner is a young man who worked in a construction company and is attending to college to get a nursing degree. In his previous learning experiences and knowledge could include that he studied in a school of medicine for four years but he never finished, he has some knowledge about some kind of medical procedures and has intellectual capacity. He is also a person who practices sports and is physically active. This learner has sufficient knowledge about anatomy and physiology and about first aid during an emergency case or shock. All of this information was obtained through a verbal interview of previous learning experiences and learning.
The goal of my learning plan for this semester is to develop skills in health education specific to adolescents. I chose this as my learning goal because my placement this semester at Sunnybrook Hospital, Injury Prevention Program, gives me an opportunity to provide health education to high school students every Tuesday at out P.A.R.T.Y. Program so I thought I should use this opportunity to develop my and improve my nursing skills in this area. As well as good health education skills to adolescents can benefit the students by proving them a motivating learning environment and better learning outcomes. I hope they can enjoy my teaching and absorb the information and use them in the future. I have considered many factors in the process of developing my learning plan such as the nursing standards of health promotion, prevention and health protection, professional relationships, capacity building etc… I brainstormed possible topics such as possible topics that are related to injury prevention itself for example, concussion prevention or preventing sports related injuries. I also thought about doing topics that are relevant specifically to the P.A.R.T.Y. Program such as teenage suicide and prevention or distracted driving. After assessing my placement and the clients which in this case are the students, I have recognized that one of the program’s goals is to educate the students about injuries and injury prevention. I also found that our clients had a lot of potential in learning about this subject which can greatly benefit their lives and influence change in their behaviour to increase control of their own health and make better choices. In terms of my personal needs, I felt that I had room for improvement in terms of my le...
system management, patient care and improving the quality of life, but also must attend in special training to use the latest instructions of diabetic foot care in order that provides the effective services to facilitate promote diabetic patients health. In our country, despite the increased number of diabetic patients, the training of specialist nurses such as diabetes
The student in question had all the knowledge needed but could not transfer it from ward based knowledge to outpatient care knowledge. The preceptor must tell the student that ward based knowledge is not sufficient knowledge for continuous care of diabetes. The preceptor must also teach the student about diabetes and its ongoing care by showing her, telling her, giving her leaflets and handouts and also sending her home with some points to look up at the end of the day (Bott Mohide and Lawlor, 2011). This would help the student to expand her knowledge on diabetes. In clinical practice I have met many nurses who have been eager and enthusiastic about teaching and sharing their knowledge.