Running head: TEACHING PLAN 1

Assignment2: Teaching Plan

Ramanpreet Kaur

Norquest College

NFDN 1002

Angela Goudman

11th June,2020
Running head: TEACHING PLAN 2

Introduction

The client for this teaching plan is a 64-year-old female living independently in condo

and presently is in moderate health. The teaching focus ultimately is to improve her quality of

life, increase mobility and maintain medication compliance. With an achievable, specific plan

with instructions on medication, increasing mobility and improving diet will hopefully result in

an improved state of overall health and wellness. The Client past medical is diabetes 20 years

ago and she also has previous history of Chronic obstructive pulmonary disease from past 10

years. She uses 3 cigarette a day. This focus will concentrate on shortness of breath and

medication avoidance.

Assessment Data and Learning Needs

Assessment Data: She is 64 years old women. Independently living with her best friend

and her little dog in condo. She is not financially stable due to which she cannot able to afford

her new prescription from last two years for glasses through which she is unable to read

anything. She is smoke every day. According to the metaparadigm concepts, the client will be

assessed based on the concepts of person, environment, health, and nursing. Collecting data

about patient’s physical, psychological, social, cultural, developmental, and spiritual needs from

patient, family, diagnostic tests, medical record, health history, learning style, and literature is

part of assessment (Potter & Perry, 2019). Client assessment plays an important part in

teaching plan both the patient and nurse can focus on the content to be learnt by determining the

learning needs of the client.

Learning Need 1: My first learning need would be to client manage her glucose levels

and preventing further diabetic complications by managing her diet.

Running head: TEACHING PLAN 3

Learning Need 2: My second learning need would be helping my client with COPD

medication compliance. “ Dyspnea is difficult to quantify and to treat. Treatment modalities need

to be individualized and more than one therapy is usually implemented.” (Potter and Perry, 2014,

pp.967-968)

Priority Learning Need and Diagnosis

Priority Learning Need: My priority learning need would be to her client manage her

blood sugar levels and preventing further diabetic complications by managing her diet.

Nursing Diagnosis: Risk for unstable blood glucose level possibly evidenced by risk

factors of dietary intake, lack of diabetes management, inadequate blood glucose monitoring.

Goal: The goal for my client is to learn about the risks of unstable blood sugars level and

the importance of the proper dietary intake.

Expected Outcome (SMART Criteria): My client will be able to recognise the need for

medication, able to verbalise the disease state, understand the treatment and demonstrate how to

incorporate the health routine into her lifestyle within two week of completion of my teachings.

Domains of Learning: Cognitive: Cognitive learning includes all intellectual behaviors

and requires thinking, in the hierarchy of cognitive behaviors, the simplest behavior is

remembering, whereas the most complex is creating (Potter & Perry, 2019,p.327). My

patient will be able to understand the reason behind her unstable blood glucose level and risk of

elevated blood glucose levels. She will also able to identify the requirements to need maintain

her blood glucose levels in order to prevent any diabetic complications as well as the need to

comply to her insulin intake at the correct time in the correct dosage.
Running head: TEACHING PLAN 4

Psychomotor: Psychomotor studying involves acquiring skills that require the

integration of mental and muscular activity, inclusive of the ability to stroll or to use an eating

utensil. The handiest conduct in the hierarchy is perception and the most complex is origination

(Potter & Perry, 2019). My client will understand the importance of regular exercise

because if she is practising the exercise on regular basis then it will improve its circulation blood

along with this Insulin is regulated in muscle and control blood glucose level. Although dietary

intervention in combination with physical exercise is effective for the prevention and treatment

of diabetes, lifestyle improvements based on diet and exercise.

Client Barriers: My first barrier with my patient will be her lack of adequate financial

resources to afford her medication. She needs glasses for reading but due to financial instability

has been unable to afford her prescribed medication that making the situation hard for my patient

to read, so there is economic barrier in teaching plan. My second barrier would be related to

clients living environment that is fact that she lives with her dog that barks continuous disrupting

her surrounding environment that mentally disturb her a lot. “Diabetes is an increasingly

common health problem. Garrett and Doherty (2014) state that around one-third of people with

diabetes have social and or/psychological problems that interfere with self-management.

Identifying symptoms of mental health problems and meeting additional needs could help to

improve overall health. Addressing the psychiatric and psychological barriers to good glucose

control can help to reduce complications”(Mill, L.S, 2019,p.492).

Teaching Plan

Educational Content: My client will get to know why she had variated glucose levels

and also why she is on insulin pen. She will learn the basic and important information about

diabetes and its management as well as understand how to use diabetic devices such as blood
Running head: TEACHING PLAN 5

glucose meters, insulin pens and glucose monitors. She will be able to adopt healthy eating

habits thorough nutrition education, including meal planning, and other disease specific nutrition

counselling. My client will understand how her medication works, including its action, side

effects, efficacy, toxicity, prescribed dosage and develop skills for handling stressful situations.

Literature Support: “Awareness which influences the compliances on dietary

modifications an important step toward control of blood sugar and high blood pressure. Being

aware of the importance of dietary modification enables participants to understand what to eat

and what to avoid considering their health problems and this is associated with be4tter adherence

to dietary modification among diabetes patients.” (Gehlawat, M. 2018, p. 142).

Teaching Methods: I will ensure to verbalize my teachings and use minimum visual aid

as she has vision problems but due to financial instability has not been able to afford her new

prescriptions medication. I will teach by using short and simple phrases for her easy

comprehension. I will also use a normal tone and pitch in order to keep my client calm and

composed. I will try and find a quiet environment to proceed with my teaching in order to

prevent any distraction. It may help to fasten the learning process and the results may be visible

within the anticipated time period.

Literature Support: Everyone processes information differently. Some learn better

through visual resources, others through verbal, reflecting and acting, reasoning logically and

intuitively, and analyzing and visualizing. (Potter and Perry, 2019)

Teaching Resources: Teaching resources vary from client to client. As my client has

mild visual impairments and does not use recent visual aids, I will be using more verbal

resources for teaching my client. I will also try and engage her in group classes to increase social
Running head: TEACHING PLAN 6

involvement as well as sign her up with trained peer educators. I will also arrange for her to

listen to informational podcasts. Being a nurse, I will try to use as possible as those resources in

which my client is comfortable and able gain the required information.

Learning support: Teaching resources includes tools, brochures, audiovisual materials

posters, printed material that are current and easy-to-understand, and information that matches

the patient’s reading level (Potter and Perry, 2019). As per Potter and Perry (2019), nurses

should obtain a referral if necessary, encourage patients to attend these sessions, and reinforce

information taught.

Evaluation of learning

Evaluation is the last phase of the nursing process. As a first step of evaluation, my

patient will teach me back the contraindications and also, she should be careful of while using

her insulin medication. My client will also demonstrate the use of diabetic devices. As a

continuation of the evaluation I will have my client verbalize my teaching regarding diabetic

complications and how to manage them by maintaining her diet and also taking proper

medications

Analysis of the Teaching process

Why Teaching is Important: Patient education ensures that patient is well-informed about their

health. This means teaching them about the side effects of their condition, discussing their

diagnosis, going through possible treatment options, or looking at ways to improve their health

status. When patients are involved in their care, they are more likely to engage in interventions

that may increases their chances for positive outcomes.

Running head: TEACHING PLAN 7

Strengths and Challenges: The strength of this teaching plan is that it includes my client

in the decision making of their own health. I will assist her to make better choices for herself as

well as making relevant recommendations for the future. This way, it will help her when she

leaves the facility. Another advantage of my teaching plan is the daily monitoring of medication

administration.

Challenges: However on the other hands, there are some challenges of using teaching

plan like I found that it is hard to put a time frame to achieve the desired results because

sometime teaching plan didn’t work according to plan. Also teaching plan is not perfect every

time because sometime lack of understanding of patients it results directly opposite to the

expectations.

Benefits: This teaching plan may result into long term benefits. As it ensures informed

decision-making that relies heavily on patient education. Nurses’ patient education is important

for building patient’s knowledge and understanding. Patient education ensures that patients are

well-informed about their own health. This could mean teaching them about the side-effects of

their condition, discussing their diagnosis, going through possible treatment options, or looking

at ways to prevent their condition from deteriorating Teaching plan help nurse tailor the patient

education to client’s specific needs. In future it will help in understanding client needs and

providing better care and avoiding errors.

Literature support: Teaching is an interactive process that promote learning. Teaching

and learning generally begin when a person identify a need for knowing or acquiring an ability

to do something. Teaching plan is one of the most effective way to teach patient and its family

members regarding patients needs, learning style, and capacity. Through this nurse assesses these
Running head: TEACHING PLAN 8

needs by asking questions, observing the patient and determine patient’s interest (Potter &

Perry,2019).

Conclusion

Patient teaching is one most helpful tool for nursing care. It makes positive that patients

are well informed about their own fitness. In mu teaching plan, I will tailor my teaching

according to my client education level and health literacy. I will use her knowledge so I can use

my time wisely. I may be aware of my client physical and cognitive limits and use teaching

method again or ask her to demonstrate what I taught her to make certain comprehending it.

Another modification that I will do in this teaching plan is to begin and end every session with

the most essential information, so they can keep it easily. In the future, I would like to suggest a

counselling for the affected person and family wherein its facilities to foster cognitive,

behavioral, developmental, and emotional growth in clients.

Running head: TEACHING PLAN 9

Reference

Doenges, M.E., Moorhouse, M.F., & Murr, A.C. (2019) Nurses’ Pocket guide- diagnosis,

prioritized interventions, and rationales (15th ed.). Philadelphia, PA: F.A. Davis p.1026

Gehlawat, M., Nail, B., Laxminarayan, S., & Kar, S.(2018). Dietary practises and barriers to

dietary modification among diabetics and hypertensives in rural health service area of

Puducherry : A qualitation study .international Journal of Health & Allied Sciences,

7(3),139-144. . https://doi.org/10.4103/ijhas.IJHAS_158_17

Mills, L. S. (2019). Diabetes, pregnancy, and mental health: a tricky triad. British Journal of

Midwifery, 27(8), 491–496. https://doi.org/10.12968/bjom.2019.27.8.491

Potter, P.A., Perry, A.G., Stockert, P.A. Hall, A. M., Ross Kerr, J. C., Wood, M. J., Duggleby, E.

(Eds.), (2019). Canadian Fundamentals of Nursing (6 th ed.). Toronto, ON: Mosby

Elsevier Canada.