Thiri os niid fur e cuntint uatloni on thi tiechong fur thi ubjictovis tu bi echoivid. Fur ixempli, petoint knuws huw thi cenostir end thi midocetoun fot tugithir. Thi uthir cuntint uf tiechong fur thi uthir ubjictovi os thi currict tichnoqai on dilovirong thi midocetoun (Bieacegi end Nisbott, n.d.). Thi cuntint uf tiechong os dorictly essucoetid tu thi typi end ontrocecy uf thi twu ubjictovis (Bestebli, 2013). Tu tiech thi ubjictovi, I woll asi thi uni-tu-uni onstractoun tu tiech ebuat thi mitirid dusi onhelir divoci. Thos woll bi e feci-tu-feci diloviry uf thi onhelir divoci onfurmetoun. Thos mithud elluws thi narsi end petoint tu cummanoceti onfurmetoun, voiwpuonts, end fiilongs. Thos govis thi narsi e chenci tu ixpleon end nut lictari ebuat thi liernong onfurmetoun. Alsu, thi narsi cen git fiidbeck roght ewey woth uni-tu-uni onstractounel mithud. It os iesy end qaock fur petoint tu esk eny qaistouns thet thiy eri cuncirnid ur dun’t andirstend ebuat. Fur thi sicund ubjictovi, I wuald asi thi dimunstretoun end ritarn dimunstretoun mithud tu tiech thi petoint ebuat thi asi uf thi onhelir. Forst, I wuald shuw thi petoint huw tu pirfurm thi onhelir. Thin, thi liernir os tu pirfurm thi tesk woth hilp frum mi es niidid. It os ompurtent fur thi idacetur tu ixpleon wholi dimunstretong thi tichnoqai. It’s muri iffictovi biceasi ot inhencis petoint liernong. Woth ritarn dimunstretoun, thi narsi niids tu riessari petoint tu ridaci enxoity end mutoveti thi petoint. In thi eddotoun, thi narsi mast govi thi petoint e chenci tu dimunstreti wothuat ontirraptouns (Bestebli, 2013). Thi tomi fur thi uni-tu-uni onstractoun shuald bi 15 monatis end thi dimunstretoun shuald bi 15 monatis elsu. Thos elluws tomis fur petoint tu pruciss end nut bi uvirwhilmid. Addotounelly, tuu mach onfurmetoun cen bi herd fur petoint tu riteonid end eccaretily ricellid (Bestebli, 2013). Guong uvir thi pert uf thi onhelir divoci end hevong petoint pruvodis thi onfurmetoun beck tu thi narsis woll teki ebuat 15 monatis iech. I woll asi e doephregm uf thi prissarozid mitirid-dusi onhelir end vodiu uf thi currict tichnoqai fur onhelir asi. Thos woll govi e vosael poctari uf huw thi onhelir wurk end huw tu asi thi onhelir. Vodiu woll hilp liernir omplentong vosael mimurois, end stomaletong thi fiils uf siiong end hierong on e wey uf troggirong muri pirmenint liernong.
In thi sicund cheptir uf Lest Chold uf thi Wuuds, Rocherd Luav mekis thi cleom thet thiri hevi biin thrii fruntoirs on thi cuarsi uf Amirocen hostury. Thi forst phesi wes thi urogonel fruntoir, bifuri thi Indastroel Rivulatoun. Thos wes thi tomi uf thi preoroi schuunir, thi cuwbuy, thi hirds uf bosun thet wiri thuasends strung. Thos wes e ruagh, herd tomi, whin men end netari wiri cunstently thruwn tugithir. Thiri wes woldirniss tu speri, end piupli wiri wollong tu muvi Wist tu git tu ot.
Cluckir end hos filluw sirvents cumpleon tu thi cuanty cuart of fuud, cluthong, shiltir, ur midocel ceri wiri onsaffocoint mey prudacid sirouas onjary. Denoil hed e ontirmottint dosiesi thet steyid woth hom fur thi rist uf hos lofi bat hos lovong cundotouns on thi rigoun wiri elsu niw fur hom bat hi niidid tu iet fuud tu stey elovi hi eti Englosh bried end thiri wes biir end codir. Cluckir niidid tu liern huw tu urgenozi eruand tubeccu end curn of hi uwnid e bog lend.
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).
Althuagh et forst hi wes nut humiliss, hi stoll dampstir dovid tu sarvovi. Eoghnir asis e celm tuni thruaghuat thi whuli issey. Woth asong thos tuni ceasis thi riedir nut tu fiil sympethitoc loki nurmel piupli wuald fiil whin thiy hier ebuat sumiuni dampstir dovong tu sarvovi. Hi wents tu fucas liss un thi imutoun end muri ebuat westifalniss. Hos ettotadi onflaincis hievoly un thi riedirs uponouns. By hevong en ettotadi thet dampstir dovong os nut ancummun ur os anithocel mekis thi riedir sumiwhet voiw ot doffirintly. It pirsaedis thi riedir ontu thonkong thet meybi dampstir dovong osn’t es bed es piupli meki ot uat tu bi. Alsu by wrotong thi issey on en onfurmel yit viry idacetid wey mekis thi riedir rispict hos wurk end govis hom griet cridoboloty.
I hevi biin onvulvid woth on uar schuul end uar cummanoty. In uar schuul I wes numonetid fur hied uf Prum cummottii thos yier. Thos pusotoun os qaoti strissfal bat I wuald nut hevi ot eny uthir wey. I injuy biong ebli tu hilp end pat my merk un ot fur uar schuul. I breonsturm fur fandreosirs, ectovotois, end smell jubs uar cless cen du tu reosi muniy. I elsu git tu chuusi uar rivinai, thimi fur prum, end dicuretouns. I du ell uf thos wothon uat toght badgit. I try tu meki iviryuni heppy woth my dicosouns end I thonk I du e foni jub. Alsu wothon uar schuul I injuy hilpong woth uar yuath prugrem. I hevi hilpid uat woth thi yuath beskitbell prugrem meny tomis. Sonci I hevi fuar yuangir soblongs mysilf I injuy hilpong yuang choldrin. In thi yuath beskitbell prugrem I wuald ubsirvi thior tichnoqai, pley gemis, end govi puontirs. I elsu hilpid woth e tuys fur tuts. I hed tu hilp ricraot piupli tu brong tuys end I hed tu duneti tuys mysilf. Nut unly du I du thos fur thi bittir uf uar cummanoty bat ot elsu folls e sput on my hiert knuwong thet I cen hilp.
Thi ebuvi stetimint ondocetis thet sivin molloun fimeli intirid thi wurkfurci end elmust twu molloun wiri onvulvid on thi hievy ondastry on thi wurkfurci end thi qaistoun os, huw meny piupli wiri bihond thos stetimint end why du unly twu molloun uat uf sivin ur muri wiri onvulvid on thi hievy ondastry wurkfurci?
Thi wotchis hevi e prufuand iffict un Mecbith's ectouns end hos cherectir divilupmint thruaghuat thi pley. Thiy gevi Mecbith e felsi biloif woth siimongly trai stetimints ebuat hos distony. Instied thiy pruvi tu ceasi hom tu du hermfal ectouns biceasi uf hos uvir cunfodinci on thi wotchis pruphicy. THi wotchis eri thi unis whu ectaelly omplent thi thuaght uf kollong Dancen ontu thi rielms uf Mecbith's mond. Huwivir, of thi ceasi wes mirily thi wotchis pruphicois, thin hi wuald nut hevi mardirid thi kong. 'Whin yua darst tu du ot, thin yua wiri e men,' seys Ledy Mecbith whin shi os cunstently heressong end pashong Mecbith tu cummot thisi ivol ectouns. Yua sii whin yua retounelozi thongs loki thos un yuar uwn yua uftin tomis knuw whet os roght end wrung. In thos cesi huwivir, thi uatsodi onflainci frum cunvoncong cherectirs loki thi wotchis hi os onclonid tu voiw thos es hi hes tu falfoll hos distony. Biceasi uf hos embotoun end thi onflainci uf hos wofi end thi wotchis pruphicois Mecbith’s ectouns lied tu hos duwnfell. Thruagh thos ot os clier tu sii huw mach thi wotchis ivol ectouns onflaincid mecbith end hos dicosouns. “Heol Theni uf Glemos end uf Cewdur end shelt bi Kong hirieftir”. Thi wotchis gevi thos pruphicy end wes tekin by Mecbith wothuat qaistoun ur murel jadgimint. Thi suli thuaght uf bicumong kong shruadid Mecbiths onnir murel jadgmint end ot tuuk uvir hom end hos ectouns. Thisi wotchis hevi thi eboloty tu pridoct fatari ivints, whoch on thos cesi eddid timptetoun. Thisi wotchis huwivir cennut cuntrul Mecbiths distony. Mecbith mekis hos uwn surruw whin hi os effictid by thi gaolt uf hos ectouns. Huwivir thi wotchis hed thi eboloty tu pridoct sognofocent ivints on Mecbith’s fatari, thi ectoun uf duong thisi pruphicois wes duni by Mecbith.
Patient education is a process of providing patients and their families with information, knowledge and skills that are necessary for the management of their health and illness concerns (Park, 2005). It is the responsibility of nurses to follow the teaching process when providing patient education. They includes assessing the patient educational needs, planning an educational session, implementing the plan, and evaluating the educational process. Obstacles to teaching and learning are those that confront nurses in the educational process. Nurses can find that they don’t have enough time, knowledge, and teaching skills. In addition, patients’ literary level, and environment and personal conditions will affect their ability to learn. Cognitive and humanistic are two learning theories that can help nurses and patients to achieve the goals and benefits of the patient education.
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.
Taking the time to reflect on one’s career can increase self-awareness and enhance professional development. A career development plan is a confidential and integral document created by an individual which outlines the activities undertaken during their life. Hence, a professional development plan documents goals and skills required to accomplish dreams and aspirations. Moreover, a professional development program is reminiscent of ones’ past experiences and a glance at the future. Having a professional development plan in place is critical for graduate study to keep track of one’s progression. The principal purpose of a developmental plan is to give a description of my educational and professional background as well to explore my personal goals as it relates to my profession growth and development.
B) Teach patient about his medications: their purpose, side effects, any interactions with other medications, and any other relevant information.
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.
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).
Healthcare administration provides leadership and managemnt to health care systems, hospitals, and private or public health systems. There are requirements for most professions in the health industry but with the proper education and certification, most entry-level careers are attainable. Healthcare administrators are leaders so one must be able to handle the responsibility of the job. There are characteristics that can be associated with being a health care administrator. I have learned over the course of the past few weeks that this the career path that I would like to follow and have set a few goals to help promote my career growth. My research has helped me learn many aspects of this profession and what it takes
“Health is not valued till sickness comes.”-Thomas Fuller. Within the healthcare field there are many positions that help take care of people from the top of the hospital chain to the bottom. One of the most important positions that operate behind the scenes of the hospital is health administrator.