Teaching Plan Table

CLIENT INITIALS: MA
ASSESSMENT
The client is a 60-year-old male and married to a 45-year-old woman. He speaks Filipino and a little English. He states that he has been
living in Canada for eight years. The client does not smoke but he never exercises. He has allergy to chicken. The client has expressed desire
to learn immediate and appropriate treatment due to how crucial that treatment when angina occurs. The client’ stress factor is finances and
family in Philippine.
Assessment Considerations:
Assess client for the presence of any pain prior to performing the immediate treatment for use of nitroglycerin when angina occurs.
Factors that might affect the teaching and learning process:
- Limited English-speaking abilities
- Presence of pain
- Hospital stay
NURSING DIAGNOSIS (IDENTIFY THE LEARNING NEED)

1. Deficient knowledge related to insufficient information as evidenced by client expressing desire to learn immediate and appropriate
treatment when angina occurs
PLANNING (ESTABLISH GOAL AND LEARNING OBJECTIVES: COGNITIVE, AFFECTIVE, AND/OR PSYCHOMOTOR)
1. Client goals: My client will be able to perform immediate and Expected outcomes:
appropriate treatment of nitroglycerin as doctor’s order when angina 1. The client will demonstrate the immediate and proper treatment when
occurs during my 12 hour-shift angina occurs.

2. Learning objectives: 2. The client will verbalize the importance of immediate and proper treatment
when angina occurs and the steps of the treatment.
Psychomotor: The client will be able to demonstrate the immediate
and proper treatment for use of nitroglycerin when angina occurs.
Cognitive: The client will be able to verbalize the importance of
immediate and proper treatment when angina occurs and the steps of
the treatment.
IMPLEMENTATION (HOW WILL YOU FACILITATE LEARNING?)
Planned teaching strategies:
1. Nurse will ensure that required supplies are available and provide a
quiet atmosphere without interruption to learning.
2. Nurse will demonstrate the steps of the immediate treatment if client
experiences chest pain (angina) using simple language and giving clear,
thorough explanation and demonstrations:
Rationale for strategies:
1. Adequate preparation is important, and a calm quiet environment assists the
client with concentrating more completely (Gulanick, 2017).
2. Patients are better able to ask questions when they have basic information
about what to expect. Accurate, clear information provides rationale for
treatment and aids the patient in assuring responsibility for care at a later time

 Teach client to stop if he is doing any activity and sit down (Gulanick, 2017).

 Take one nitroglycerin (sublingual tablet or spray). Instruct client  Rest can sometimes reduce/control an episode of angina pectoris.

to spray under his tongue and not inhale if using spray. Place 1
tablet under tongue if taking tablet. Continue sitting for 5 minutes.

 If chest pain (angina) does not go away, take another

nitroglycerine. Wait 5 minutes.

 If client still have chest pain (angina). Instruct client to act  Client may be having a heart attack if the medication has not relieved
immediately. Call 911 for assistance or go to hospital emergency the chest pain (angina).
department. Instruct client to not drive.

 After calling, client can continue taking nitroglycerin at 5 minutes

intervals.

 Teach client to not taking more than 3 tablets/spray in 15 minutes.

3. Nurse will utilize client teach-back technique of what was taught 3. The teach-back technique consists of specific steps in a repetitive order to
by asking the client to explain in his own words. evaluate the recipient’s knowledge of the content discussed. It is not a test of
the patient, but of how well the nurse explain the content (Gulanick, 2017).

4. Nurse will encourage questions 4. Questions facilitate open communication between client and health care
5. Nurse will allow the learner to practice of what was taught; professionals and allow verification of understanding of given information
provide immediate feedback on performance. (Gulanick, 2017).

5. Assisting allows the client to use new information immediately and

enhances retention. Immediate feedback allows the learner to make
corrections rather than practicing the skill incorrectly (Gulanick, 2017).
7. Nurse will involve significant others, family members or friends in the
client-education process whenever possible. 7. The partner usually assumes a crucial supportive role when the client
is gathering information (Gulanick, 2017).
REFLECTION
Strength and weaknesses of plan?

Demonstration, teach back and tell back were noted to be good teaching strategies to improve learning. In addition, it helps the client to
develop his ability to observe and analyze real situation. Having client to demonstrate the skill or verbalize the information allows the nurse to
observe and determine the client’s understanding of what was taught. Involving family members or friends the client has chosen can
significantly improve learning. The other strength of this plan is to encourage the client for questions. This provides the opportunity to
correct misconception if any because the clients must have correct information (Gulanick, 2017). Other reason of this encouraging is client
often feel shy or embarrassed about asking questions (Gulanick, 2017). I would consider the weakness of this plan is client teach-back and
practice the skill by demonstrating it. These ideas can make some people uncomfortable that they might feel intimidated of being tested.
Influences for future practice?

Teaching patients is important as it is also as a part of patient care. Without patient education, there’s little effective healthcare with improved
long-term outcomes (London, 2009). Nurses can improve their teaching effectiveness and increase the likelihood of optimal patient outcomes
when they incorporate patient education into the patient’s plan of care, (Hess, 2009). The first things I will do for future practice prior to
develop the plan is to assess the motivation and readiness of the client to learn. This assessment is important to determine whether the client is
ready to learn or not. The reason is because the clients also have a right to refuse educational services (Gulanick, 2017). Prioritizing that is
most important for them to learn can help the teaching more effective and avoid wasting valuable time (Gulanick, 2017). The learner also
needs to be involved in the teaching plan. When the patients are involved in their care, they are more likely to understand how to take care
themselves and thus prevent a hospitalization or readmission (Potter & Perry, 2017).
Clinical Guide
 References

Gulanick, M & Myers, J. L. (2017). Nursing care plans: Diagnoses, interventions & outcomes

(9th ed). St. Louis, MO: Elsevier

Hess CT. Incorporating patient education into your plan of care. Nursing. 2009;39(4):62.

London F. No Time to Teach? The Essence of Patient and Family Education for Health Care

Providers. Atlanta, GA: Pritchett & Hull Associates; 2009.

Potter, P., Perry, A., Stockert, P., & Hall, A. (2017). Canadian Fundamentals of Nursing

(6th ed.). Astle, B. J., & Duggleby, W. (Canadian Eds.) Toronto, ON: Elsevier Inc.