Introduction
This project involves developing a lesson plan for customers interested in improving their health. The plan analyzes the client’s metaparadigm concepts and summarizes the assessment’s overall conclusions. The client’s age, sex, contextual cues, growth level, language, overall health status, physical examination, previous medical history, cognitive skills, psychomotor ability, motivation, willingness to learn, social and economic factors, support systems, and psychological functioning are all taken into account during the assessment.
Teaching Plan
Client Name: J.M
Age: 47 Years
Client Perception of Health Needs: The client believes in treating diabetes by avoiding sugary foods.
Client Goals for Health:
- Maintain reasonable blood sugar control through proper diet and medication management.
- Reduce the risk of complications related to diabetes, such as heart disease, neuropathy, and nephropathy.
Assessment of Metaparadigm Concepts
Client
The client is a 47-year-old female of African American descent who values holistic health practices. She is English-speaking and in middle adulthood.
Health
The patient has been diagnosed with hypertension and type 2 diabetes. She has been getting headaches regularly and experiencing exhaustion recently. The blood pressure vitals are higher than usual, and blood sugar levels are higher than average. There are no serious health concerns based on the physical examination results.
She comes from a family with a history of heart disease, but the client had been healthy up until this point. She has been successfully controlling her diabetes through oral medications and lifestyle adjustments, such as cutting sugar consumption. The patient demonstrates no symptoms of cognitive impairment and has a solid comprehension of her disease and the treatment strategy.
The patient can carry out daily chores without assistance and has strong fine motor skills. She is committed to bringing her diabetes under control and improving her general health. They are dedicated to adjusting to their way of life and following their prescribed drug regimen.
Environment
The client is interested in obtaining information on good lifestyle practices and is keen to learn more about the disease and its treatment. She is a single parent who has restricted finances. She has limited access to means of transportation and local nutritious food options. She is backed up emotionally and practically by a strong network of friends and family members who are always there for her. The client has a constructive attitude on life and practical coping abilities, although they report that they occasionally experience stress and worry due to managing their disease.
Nursing
The client uses nursing and nursing expertise by asking questions about her condition to gain insight into how she may help manage her health. Such actions help the client take responsibility for her health management. The nursing team can build an individualized patient care plan based on the assessment. The plan will consider the patient’s needs, goals, and preferences and involve them in their care. It is vital for there to be clear communication and collaboration between the client and the nursing staff to increase the client’s level of involvement in their care and to guarantee favorable outcomes for their health.
Learning Needs
Management of hypertension and type 2 diabetes has been identified as the highest priority health need. The priority of a health need should be dedicated to the patient’s desire to learn more about controlling her disease, and she is committed to putting her diabetes under control and improving her general health. Together, the patient and nursing staff can determine the best course of treatment based on the individual’s condition, treatment objectives, and personal goals. For the best possible health results and to maximize the client’s engagement in her care, it is crucial that she and the nursing staff communicate effectively and work together.
Factors Affecting the Learning Process or Barriers to Learning
Based on the assessment, several factors may affect the client’s learning process, including age, cognitive capacity, motivation, socioeconomic circumstances, support systems, and psychological status. The fact that the client is in the middle of maturity can make it more difficult for her to learn and remember new things. The client shows no signs of cognitive decline and has a strong knowledge of her ailment, which can help make the learning process easier (Langberg et al., 2019).
The fact that the client is eager to learn more about illness management and is devoted to improving her health is a quality that can be utilized to the client’s advantage throughout the learning process. The patient needs more financial resources, and as a result, they may require assistance to access healthy food options and public transportation, which could be a barrier to learning. She has a large group of friends and family members who can offer emotional and practical support to them, which may be helpful during the learning process. The patient experiences anxiety and stress due to the management of her sickness, which may be a barrier to the client’s ability to learn. To eliminate this, there should be proper education regarding mental health and the overall perception of the disease.
Nursing Diagnosis
The client has a risk-prone health behavior associated with uncontrolled hypertension and type 2 diabetes, which is the nursing diagnosis for this patient. She demonstrates readiness for enhanced Self-Health Management; however, she lacks adequate knowledge and understanding of managing Type 2 Diabetes and hypertension, as demonstrated by her higher-than-average blood pressure and blood insulin levels, as well as a family history of heart disease.
Planning
Client Learning Goals and Objectives
The client was consulted and allowed to participate before establishing the learning goals and objectives. This ensured the goals aligned with the client’s unique requirements and inclinations. The objective was for the client to describe the significance of maintaining correct blood sugar and blood pressure levels in the context of diabetes and hypertension management. To aid in controlling diabetes and hypertension, the client needs to recognize behaviors that contribute to a healthy lifestyle, such as a nutritious diet and regular exercise.
Broad Goal
The client will be able to strengthen her self-health management abilities and effectively control her type 2 diabetes and hypertension, ultimately leading to improved health outcomes.
Specific Outcomes
The client will increase her knowledge and skills in controlling her hypertension and type 2 diabetes, which will allow her to have greater control of her blood pressure and blood sugar levels.
Cognitive – The client will be able to articulate the significance of keeping close tabs on her blood pressure and blood sugar levels, as well as provide an explanation of the optimal ranges for each parameter.
Psychomotor—The patient will be able to prove how to accurately test and document her blood sugar levels and blood pressure.
Affective – The patient chooses to learn about the disease and share her knowledge.
S.M.A.R.T
Specific – to learn about disease; Measurable – to make a teaching plan; Achievable – to understand basic treatment methods; Realistic – to apply obtained knowledge in daily life; Timely – to learn as soon as possible;
Implementation of Teaching Plan
Equipment and Resources Required
- Documents with educational content, such as pamphlets and handouts
- Instruments for the measurement of blood pressure and blood sugar levels
- A stethoscope for use in giving a demonstration on how to take blood pressure readings
- An inventory of healthy food choices and a list of local resources for acquiring healthy food choices
Timing and Environment Considerations
- To maximize the client’s ability to absorb the information conveyed, instructional sessions should be held at times and places conducive to efficient learning.
- It is essential to consider the client’s timetable and routine to ensure that the instructional sessions will not disrupt their regular activities.
Individuals Involved
- The client.
- The registered nurse or other healthcare expert who leads the instructional sessions.
- Members of the client’s circle of friends and family, provided that the client expresses a desire for their participation.
- Any appropriate healthcare team members, such as a registered dietitian or a diabetic educator.
Interventions
Teaching Strategies
- Demonstration: A demonstration of the relevant processes shall be employed to achieve these goals. As a result, the client will have a far better time visualizing the information and committing it to memory.
- Printed Material: The client will be given printed materials like leaflets and brochures. The client can use this content as a reference, as it will contain pertinent details.
Rationale
The client will have an easier time comprehending and remembering the information if the material is presented hands-on and visually, both of which are provided by a demonstration, which is an effective teaching tactic. Numerous studies show that students remember material better when it is demonstrated rather than lectured (Hearn et al., 2019).
Since it offers the customer a written reference, printed content is an effective educational tool that should be used. Research has demonstrated that students can remember knowledge better when it is delivered in various ways, such as orally and in writing (Hearn et al., 2019). In addition, knowing it is written down allows the customer to study and refer to it whenever necessary, encouraging continuous learning and information mastery.
Evaluation
Achievement of Learning Objectives
The nurse may request that the client recollect or explain the knowledge they acquired, or the nurse may observe the client execute a particular task connected to the health information they received.
Further Nursing Actions
The learning objectives are accomplished as the client’s learning requirements are fulfilled. Yet, the learning plan can involve providing the customer with more training or employing a variety of instructional methods to better cater to the client’s preferred mode of learning and specific requirements (Langberg et al., 2019). In the future, a nurse may need to enlist the assistance of other healthcare professionals to support the client’s learning and development.
Conclusion
The project offers an extensive nursing care plan to cater to a client’s unique educational requirements. It is crucial to consider the nursing diagnosis, learning goals and objectives, instructional tactics, and evaluation systems. It helps identify the client’s specific learning needs and provides a clear direction for what the client needs to learn.
The instructional methods that have been selected have been validated by previous research and are geared toward improving the client’s knowledge, as well as their abilities and attitudes. In addition, the plan considers factors such as timing, setting, and resources. This helps ensure that the learning process will be both practical and successful. Whether or not the learning goals have been met will be determined through the evaluation process, after which, if necessary, additional steps will be made to change the plan. In general, this nursing care plan aims to act as a guide for easing the client’s path through the learning process and fostering favorable outcomes for their health.
References
Hearn, J., Dewji, M., Stocker, C., & Simons, G. (2019). Patient-centered medical education: A proposed definition. Medical Teacher, 41(8), 934–938. Web.
Langberg, E. M., Dyhr, L., & Davidsen, A. S. (2019). Development of the concept of patient-centredness – A systematic review. Patient Education and Counseling, 102(7), 1228–1236. Web.