Patient teaching plan Essay

During a clinical rotation we roll in the hay into contact with many an(prenominal) forbearings, from many different backgrounds, with many different distemper processes which effect their systems. Each patient role has their own manifestations, of signs and symptoms, along with courses of action which argon taken to best meet their individual ask. One of the tools used when caring for a patient is command. CDC.gov states A well-informed patient is more plausibly to cooperate if the patient represents (Centers for Disease Control and Prevention, 2011). Educating a patient allows a patient to be more involved in their care, and on that point is a greater possibility for compliance once the patient throw away it offs what to do, and why. As disciple nurses whizz of the ways we educate our patients is through use of a patient role teaching plan. The teaching plan incorporates general go to bedledge of the patients diagnosing, disease process, medication, and treatment.On e of the patients I had the opportunity to care for was a 64 year old female which went by the initials E,M who was diagnosed with multiple system atrophy, anoxic brain injury, hypertension, dysphagia, hypothyroidism, and clostridium difficile. When looking into the condition of the patient, we find that the reason she presented with many of the signs and symptoms that she did is because of her medical diagnosis, and the disease process. With manifestations such as loose foul odor stool, and hyperactive bowel sounds for clostridium difficile comatose state, along with quadriparesis, apraxia, and rigidity for anoxic brain injury. While other parts of her medical diagnosis may be associated with, or related to another(prenominal) existing diagnosis. For example sensation of the symptoms of multiple system atrophy is difficulty swallowing, which is hunch overn as dysphagia which she has been diagnosed with as a medical diagnosis. An important aspect of the teaching plan is to in l ike manner educate the patient on medication, and treatment of the disease.It is important toemphasize to the patient that some of the medications they are winning may not be curative, solely used as prophylaxis, and for symptom management. Some of the medications my patient is currently confirming are Midodrine, Famotidine, Levothyroxine, vancomycin, Clonazepam, and Psyllium. Each of these medications have a specific purpose in managing the disease process and symptoms that my patient exhibits. When we look at Vancomycin we know that the patient is pickings this medicine for treatment for their clostridium difficile. With this drug there are many facts that the patient needs to know such as being aware of dosing, associated risks like issues with hearing, and toxicity to the body. While drugs like Levothyroxine have a series of side effectuate which differ from the others, ranging in severity.It is associated with free weight loss, hair loss, irregular breathing, to signs of ov er dose like change or loss in consciousness, sudden slurring of speech, and sudden loss of coordination. It can be said that all drugs have side effects, but it is of utmost enormousness to teach the patient almost things which can alter their lifestyle, or get out them debilitated, or dead. In order to have an effective teaching plan, one must look at the patient as a screw being, and not by just their disease process.Religion, and culture must be considered when developing the teaching plan, if things such as diet, or practices work cussed to their psycheal beliefs. Other aspects such as the patients education level, and cognitive ability are important things that must be considered if not considered you can be wasting a lot of time and energy, victimization ineffective methods because the patient may not be able to understand you, or they may even speak a foreign language. Family is another part to be considered during teaching, they can be an added help or parapet causin g noncompliance especially when it comes to other factors such as age, and if the person is independent for decision making.Although every teaching plan is different, and received by each patient in their own way, they are important for getting precise information across, and give patients information that is ask to empower themselves, and be better caregivers to themselves.Data (1 point)Demographics Age 66 depend upon F EducationHigh School Religion Catholic finishing New Mexican / Hispanic Occupation Housewife Educational involve (2 points)What does the client know? She knows that she is sick, and in the hospital, and experiencing many different signs, and symptoms associated with her disease, such as diarrhea. She as well knows she is pickings a medicine to help her with that. She also knows that her stock certificate pinch has periods of it dropping. What does the client need to know? The client needs know that the name of the medicine she is victorious for clostridium difficile is Vancomycin 250mg capsule quartette times a day. She also needs to know that she has to follow the communications protocol when taking this medication.Meaning she has to take it as directed by the restore not missing a dose, and to complete the medication. Not completing the medication, and taking it as directed, can cause resistance of the organism to the medication. She also needs to know that she go away need to have labs done to check if alterative levels have been obtained, or toxic levels. What does the client need to know? She also needs to know that she is on midodrine for hypotentsion, even though she has a diagnosis of hypertension. She needs to be aware that midodrine can cause hypertension, and headaches, fainting, and dizziness, and that she should notify the compensate if she has any of those symptoms. program line Plan (3 points)Teaching objectives Teach patient about importance of taking medicine, and completing it. Teach that she may be taking medic ation long term Content Medication, How it should be taken, side effects, what to do if side effects occur Time Frame The patient pass on be able to tell me the medication she is taking, and how she is supposed to take it by the end of the teaching lesson. The patient get out be on the Vancomycin x14 days as per M.D, then will be time-tested upon outcome of medication to see if it works. Stool samples will be collected for testing, to know if she is now positive or negative for clostridium difficile. The patient will start midodrine 10mg as needed, up to three doses a day for hypotension. Teaching Strategies (2 points)Who is involved The Nurse is involved doing the teaching, to the patient and her husband, since her husband helps her with care. When This will be donebefore discharge, and upon starting medication. The optimal time for this will be in the morning so that this information cause be impudently in her mind Where This will take place at the patients bedside.How This w ill be done in a orphic way with the family of the patient present for support. Instruction, and demonstration will Evaluation (2 points) node response or feedback I understand that I am taking Vancomycin to counter my c-diff. I also understand that once the medication is started, that I need to keep taking it until I complete it. I am aware that I will need to be tested to make sure I am free of this infection. I will inform my Doctor if I experience any kind of alleregic reaction, or if I begin to get redness all over my body.I will report any headache, blurred vision, or dizziness when taking midodrine. I will also purchase a blood pressure machine to check before I take this medication. Were objectives met? Describe. Yes. The patient is distinctly able to state why she is taking the medication. She also understands side effects of the medications, and voices that the M.D must be called. What is the next step / new plan? I will teach the patient the importance of washing hands to impede the spread of infection.ReferencesCenters For Disease Control And Prevention 2011 EFFECTIVE TB Interviewing for wrap up Investigation Self-Study ModulesCenters For Disease Control And Prevention (2011, May 4). EFFECTIVE TB Interviewing for Contact Investigation Self-Study Modules. Retrieved May 30, 2015, from http//www.cdc.gov/tb/publications/guidestoolkits/interviewing/selfstudy/module2/2_2.htm 201505302116391203383684