Introduction
Ms. Sally, the client, is 83 years old and resides with her sister and cat at home. She has had spinal stenosis and types two diabetes for 15 years. To control her condition, she takes Humulin N 20 u SC every morning before eating breakfast. Due to her inability to touch her feet, Ms. Sally struggles with this issue and does not check them. As a result, she has trouble coping with and monitoring the diabetes treatment plan. She has also become more forgetful, which is why, as her sister explained, she sometimes forgets to take her insulin.
When Ms. Sally bought a footwear pair that did not fit her properly, leaving an exposed wound on the bottom of her foot, she eventually developed a foot ulcer. She did not notice it until it began to drain, and even though the most recent foot injury has healed, she is worried about getting another one. She will be able to enhance her life quality and well-being with a personalized strategy, helpful directions, and health knowledge regarding her diabetes, difficulty of touching his feet, as well as the problem of memory.
Assessment Data and Learning Needs
Learning Need 1
The client presently takes Humulin N 20 u SC every morning before eating breakfast. She has to learn about the effects of the drug and the significance of taking it exactly as directed. She needs to be informed about managing her blood sugar levels and the value of monitoring them more frequently. To maintain her health, she must understand how to operate the insulin pen and how vital this education need is.
Learning Need 2
The client might benefit from some instruction on the body’s suppleness. With this knowledge, the client may start performing activities that improve muscular suppleness and adequate blood circulation. If the client could adopt these healthy lifestyle choices, she may help minimize the harm to her body and well-being and begin to enhance her overall health. The client should be provided with medicine to treat memory problems.
Priority Learning Need and Diagnosis
Nursing Diagnosis
The client’s lack of information about maintaining her health and well-being increases her risk for poor outcomes, as shown by the adverse effects of forgetting to take her Humulin N 20 u SC every morning.
Goal
To help the client comprehend the significance of medicine use and medications for memory to enhance her general health, give Ms. Sally clear, intelligible directions, justifications, and examples.
Expected Outcome (SMART Criteria)
The FDA-approved drugs can be used by the patient to address memory loss and other types of memory problems brought on by primary Alzheimer’s disease. These include memantine and cholinesterase medications (Aricept, Exelon, and Razadyne) (Namenda) (Glanz, 2017). Ms. Sally could use Humulin N 20 u SC every day without forgetting for a month. As a result, she will feel better and have the stamina to start practicing, making her more flexible and enabling her to reach her foot.
Domains of Learning
As Ms. Sally has the problem of failing to remember things, psychomotor and cognitive learning domains are the most effective. Allowing her to take the memory medication in a safe setting with a nurse present promotes the mental environment if she has questions, and encourages her analysis of the new skills and knowledge.
Client Barriers
Her memory loss issue severely hampered Ms. Sally’s health. She frequently forgets to take her diabetes medicine, endangering her health. Ms. Sally’s inability to bend over and reach her foot also poses a risk since it prevents her from being able to detect problems with or wounds to her foot. The client will be more interested in learning to grasp the teaching and emulate the lesson back to the caretaker if the nurse talks to the client in plain, non-specialists language that excites the client. This will assist the client in accomplishing their objectives.
Teaching Plan
Educational Content
Reviewing the significance of basal insulin, how to use it, checking her sugar levels, and how all of this impacts her diabetes are crucial ideas for Ms. Sally. Including information on the advantages of using memantine and cholinesterase inhibitors to treat memory loss is also beneficial. Nurses must impart knowledge to their patients and ensure they comprehend how to maintain their health.
Teaching methods
To have the client’s full attention while addressing instructional material, the client must be at their most alerts, responsive, and attentive. Discussions and question-and-answer sessions with the customer can be a proper teaching strategy (Cheater, 2021). The nurse can make sure while teaching Ms. Sally that one has the pharmaceutical guidelines and a reminder to examine when to take both diabetes and memory loss medicine since she has a problem with memory loss and trouble bending to a position to examine her foot. When teaching how to use insulin, it is necessary to be explicit, slowly involve the client in conversation, or even perform a game to pique her interest and maybe inspire her to learn more. Always question the customer to show an orally repeat whatever the nurse taught them to be sure they understand. The client’s chances of improving her health are increased using these techniques.
Teaching Resources
Forgetting may be frightening for clients because they worry about losing all of their memories. The client can be inspired to learn and adopt new behaviors if given critical knowledge about her diabetes and better lifestyle options. The nurse must ensure the client can access all the materials needed to aid their education. Using valuable materials, the client’s drive and self-assurance can grow as she learns more about her diabetes, memory loss, and difficulty touching her feet.
Evaluation of Learning
Every two days, Ms. Sally would be evaluated on a scale from 0 to 10 to track her development over the ensuing two weeks. She will be able to administer the insulin herself, watch her blood sugar drop or stay the same, and record this daily for her cognitive and psychomotor realm with her diabetes health. She can illustrate and recall the material she learned with excellent knowledge. To help her grow flexible and reach her foot, the nurse would assess her memory function and monitor her exercise regimen. Additionally, by creating a calendar, she will be capable of performing regular blood glucose checks.
Analysis of the Teaching Process
Why Teaching is important
By teaching the customer, the nurse can ensure that they are fully informed about their well-being and how to take better care of it. Offering instruction ensures they pick up all the new information and have command over what they require to support their health and fitness. The nurse gives the client all the data since it is their responsibility to ensure that the individual knows it (Paterick et al., 2017). They test the client to see if they have understood the idea; if not, they either provide them with extra education or see if they are competent.
Strengths and Challenges
When it comes to their health, the client will always have challenges and strengths. Although nurses can provide patients with the knowledge they need to flourish, active engagement is essential to learning. The customer will be helped to accomplish their learning goal by the clear directions and examples provided. The client may occasionally find it challenging to learn new information; they may not be motivated to make changes, want to participate, or even support what the caregiver is teaching them. However, it is up to the client to decide whether they will use the information provided to help enhance their lives.
Benefits
Acquiring a teaching strategy and objective is very helpful for the patient. It also makes it easier for the nurse to keep on task and stay organized so that the patient is given the correct information. Utilizing responsive learning techniques can assist the client in becoming more involved in their education about their well-being. An education program may develop activities and materials to improve the client’s learning. Consequently, the client will feel more upbeat and confident of keeping going to ensure they achieve their health objectives when they perceive someone on their side throughout the trip.
Conclusion
It will be better for Ms. Sally’s life satisfaction if she succeeds in maintaining her health and well-being and understands her problems and the value of caring for herself. She can use the information she has learned in her day-to-day existence. Due to her memory loss issue and the issue with not being able to see her foot, there are a few challenges. By encouraging, assuring, and interacting with the client while teaching them, it is possible to make them understand the caregivers are there to help and support them. The patient will feel driven and have the potential to succeed as long as the physician is doing the best job of being there for them and ensuring they have all they ought to be effective.
References
Cheater, S. (2021). Health promotion: Can the new Office for Health Promotion tackle the wider determinants of health? International Journal of Health Promotion and Education, 59(4), 265-269. Web.
Glanz, K. (2017). Scholarship on teaching and learning in health promotion. Pedagogy in Health Promotion, 3(1), 6-8. Web.
Paterick, T., Patel, N., Tajik, A., & Chandrasekaran, K. (2017). Improving health outcomes through patient education and partnerships with patients. Baylor University Medical Center Proceedings, 30(1), 112-113. Web.