Nursing Delegation and Management of Patient Care: The Teaching Plan

Patient Education

Instructional goals

  • To raise patients’ awareness of the compliance with prescribed treatment for patients with myocardial infarction;
  • To raise patients’ awareness of the benefits of healthy lifestyles.

Behavioral Objectives

Bloom’s taxonomy includes six levels: remembering, understanding, applying, analyzing, evaluating, and creating (Bastable, 2017).

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  • Remembering: Patients will be able to enumerate the most common types of medications to be used.
  • Understanding: Patients will be able to describe some symptoms of deteriorating health and ways to react.
  • Analyzing: Patients will be able to classify the most harmful and beneficial health behaviors.
  • Evaluating: Patients will be able to compare their lifestyles.
  • Creating: Patients will be able to create plans for their post-discharge healthy behaviors.

Lesson Content

The program will include several sessions that will be held throughout patients’ hospital stay. Each lesson will last for one hour and will include the following elements: short lecture, discussions, group work, and evaluation (see Table 1). Patients will receive leaflets containing summaries of the lesson. They will also complete brief surveys concerning the content of the lesson at the end of each training session.

Table 1. Lesson Content.

Sequence Activity Resources and Technology Instructional Methods Activity Duration
1 The teacher provides major data on common medications, treatment strategies, risk factors, symptoms of health deterioration, and healthy lifestyles. PowerPoint presentation, leaflets with major points Lecture 7-10 minutes
2 Patients discuss the importance of complying with the prescribed treatment plan. Prompts in handouts (or whiteboard) Group work, Discussion 10-13 minutes
3 In groups, patients classify behaviors in terms of their harms and benefits. A list of different behaviors in handouts (or whiteboard) Group work 10-15 minutes
4 The trainer demonstrates a set of exercises and shows a training video. Patients repeat the exercises. Video Demonstration, practice 10 minutes
5 Patients describe their behaviors before their admission to the hospital without putting their names. These descriptions are mixed and distributed among patients who try to guess their counterparts behind the behaviors. They also give their recommendations. Separate sheets of paper. Individual and group work 15 minutes
6 Patients will complete short quizzes addressing the major points of the session. Short quizzes. Individual work 5-10 minutes
7 Patients will complete a questionnaire sharing their views on the session and its effectiveness. Questionnaire Individual work 5 minutes

Learning Evaluation

The quizzes completed by the patients are checked and discussed during the following session.

Staff Development

Nurses will be involved in the provision of training for patients. Staples (2015) states that nursing professionals are involved in patient training in many ways ranging from giving certain recommendations or telling life stories to run training sessions. It is noteworthy that nursing practitioners can provide training to patients and their caregivers, which can facilitate patients’ recovery process and improve their health outcomes.

Instructional goals

  • To help nurses revise major information given to patients with myocardial infarction that can help them during the post-discharge period;
  • To raise nurses’ awareness of effective training strategies and Bloom’s taxonomy.

Behavioral Objectives

  • Remembering: Nurses will be able to list the most common symptoms that can develop in patients with myocardial infarction during the first weeks after discharge. Nurses will be able to name the six levels described by Bloom.
  • Understanding: Nurses will be able to describe Bloom’s levels of knowledge. Nurses will be able to describe some training strategies.
  • Applying: Nurses will be able to choose the most effective training strategies to achieve training objectives.
  • Creating: Nurses will be able to modify training strategies and lesson plans to adjust them to the needs of their patients.

Lesson Content

Training sessions for nurses will be rather short (one hour) due to the scarcity of time (see Table 2). The sessions will be held once a week. Nurses will be provided with specific plans they can use and modify if necessary. However, they will still be trained to use the training strategies mentioned in the lesson plans. Nurses will be encouraged to create their own lesson plans and discuss them during training sessions.

Table 2. Lesson Content.

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Sequence Activity Resources and Technology Instructional Methods Activity Duration
1 A brief revision of symptoms, risk factors, medications, treatment. PowerPoint presentation Lecture 5 minutes
2 Discussion of most recent data on the matter. Nurses share their experiences regarding the provision of care to patients with myocardial infarction. Prompts on the whiteboard Group work 10 minutes
3 The trainer presents a set of exercises to be trained with patients. Nurses practice doing these exercises. The focus is on training techniques and addressing difficulties patients may face. Video Group work, demonstration 10-15 minutes
4 The trainer provides information concerning some training strategies and ways to use them. Leaflets Lecture 10 minutes
5 Nurses receive mini-tasks and simulations. Nurses practice using training strategies in different situations. Pieces of paper with a case and alternatives to address cases Group work 10 minutes
6 Nurses do mini-tests. Sheets of paper Evaluation 5 minutes
7 Nurses ask questions and discuss areas of most concern. Group work 5-10 minutes

Learning Evaluation

Nurses will complete brief tests and quizzes based on the material discussed during training sessions. Based on the assessment, the instructor will include some topics in the following sessions so that nurses could grasp all the necessary material. Nurses should be encouraged to share their ideas on the contents of the training program or each training session (Sassen, 2017). This can be done in the form of brief reports or memos.

Family Education

Apart from patients and medical staff, patients’ close ones are also involved in their self-care (see Table 3). The family can help the patient comply with the prescribed treatment plan. Importantly, family members also help cope with various psychological issues patients have to face (Motacki & Burke, 2013). The training sessions held for patients’ caregivers will be short (45 minutes). Family members may consider attending lessons given to patients.

Instructional goals

  • To raise caregivers’ awareness of major symptoms, risk factors associated with their close ones’ conditions;
  • To raise family members’ awareness of psychological issues patients with myocardial infarction can face and ways to address them;
  • To raise caregivers’ awareness of common treatment plans and appropriate lifestyles for patients with myocardial infarction.

Behavioral Objectives

  • Remembering: Caregivers will be able to list major symptoms, risk factors, prescribed medication, and treatment plan.
  • Understanding: Caregivers will be able to describe the lifestyles appropriate for patients with myocardial infarction.
  • Applying: Caregivers will be able to choose effective communication strategies when addressing patients’ emotional issues.

Lesson Content

Table 3. Lesson Content.

Sequence Activity Resources and Technology Instructional Methods Activity Duration
1 The instructor provides information concerning health conditions, common medications and treatment plans, communication strategies, as well as appropriate lifestyles for patients with myocardial infarction. PowerPoint presentation, handouts Lecture 10 minutes
2 Caregivers receive briefcases. They discuss health conditions, errors patients often make, proper lifestyles, risk factors, ways to help patients. Handouts with case descriptions and possible options Group work 10 minutes
3 In pairs, caregivers receive handouts where their roles are described. One of the caregivers is the patient behaving in certain ways while the other is a family member trying to help the patient. Pairs then receive the most effective ways to deal with situations and discuss these options. Handouts Pair work, Evaluation 10 minutes

Learning Evaluation

Family members complete brief questionnaires concerning the effectiveness of training sessions and the overall program.

References

Bastable, S. B. (2017). Nurse as educator: Principles of teaching and learning for nursing practice (5th ed.). Burlington, MA: Jones & Bartlett Learning.

Motacki, K., & Burke, K. (2013). Nursing delegation and management of patient care. St. Louis, MO: Elsevier Health Sciences.

Sassen, B. (2017). Nursing: Health education and improving patient self-management. Cham, Switzerland: Springer.

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Staples, S. (2015). The discourse of nurse-patient interactions: Contrasting the communicative styles of U.S. and international nurses. Philadelphia, PA: John Benjamins Publishing Company.

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StudyCorgi. (2021, June 15). Nursing Delegation and Management of Patient Care: The Teaching Plan. Retrieved from https://studycorgi.com/nursing-delegation-and-management-of-patient-care-the-teaching-plan/

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"Nursing Delegation and Management of Patient Care: The Teaching Plan." StudyCorgi, 15 June 2021, studycorgi.com/nursing-delegation-and-management-of-patient-care-the-teaching-plan/.

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StudyCorgi. "Nursing Delegation and Management of Patient Care: The Teaching Plan." June 15, 2021. https://studycorgi.com/nursing-delegation-and-management-of-patient-care-the-teaching-plan/.

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StudyCorgi. 2021. "Nursing Delegation and Management of Patient Care: The Teaching Plan." June 15, 2021. https://studycorgi.com/nursing-delegation-and-management-of-patient-care-the-teaching-plan/.

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StudyCorgi. (2021) 'Nursing Delegation and Management of Patient Care: The Teaching Plan'. 15 June.

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