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Patient Education to Increase Competence

Patient Education Plan

Purpose of Patient Education

Patient education was developed to increase the spirit of self competence and confidence of the client (patient). This helps the client to be responsible and prepared for self management. Patient education is also a transition phase that ensures the client change from being invalid to a responsible and independent person as far as self-management is concerned (Bastable, 2006).

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The topics to be taught

  • What is hypertension?
  • Causes of hypertension
  • Signs and symptoms of hypertension
  • Risk factors triggering hypertension
  • Managing hypertension

Cognitive and psychomotor domains of learning

Cognitive learning domain allows face to face interaction with the client (Vinson, 2012). Additionally, it is the most familiar domain among educators which precisely focuses on learner’s intellectual skills. It also allows the tutor to conduct simple self –check quizzes to the patient.

Psychomotor domain on the other hand concentrates mainly on performing varieties of motor activities throughout the learning process the client undergoes (Vinson, 2012). They include; training using equipments like computers and cameras. These motor activities demonstrate a sense of higher accuracy and smoothness in learning. The client is able to learn new things step by step.

The following assessment data were identified on the client and required education;

  1. Smoking
  2. Overweight (200 pounds)
  3. Physical inactiveness.
  4. Other complications like hyperlipidemia and heart disease
  5. Nutrition
  6. Medical checkups.

Factors influencing learning

Insufficient time is the greatest obstacle during the learning process (Bastable, 2006). Moreover, anxiety, frustration and stress are common factors that alter learner readiness to learn. Before leaning takes place, the nurse must first take a PEEK. This assesses client is readiness to learn. The PEEK steps are: P for physical readiness, E for emotional readiness, E for experiential readiness and K for knowledge readiness (Bastable, 2006). Culture and conservativeness are other common barriers encountered. For example, smoking for some people is considered a cultural practice. Unsuccessful patient education session can be affected by such factors.

Assessing self efficacy in the patient

The tutor can assess self efficacy during the learning process. Deep interest and sense of commitment in the ongoing learning activities are all evidence of a higher self efficacy in the client (Cherry, 2012). Whenever the tutor mentions a disappointing statement, the client would easily recover from the setback and focus on the nurse recommendations.

Nursing diagnosis

In agreement with the client, the nurse identified all problems and risk factors the client was exposed to. In agreement, the nurse diagnosed that it was necessary for the patient to quit smoking. The client was to engage more in physical activities in order to reduce weight. The nurse also suggested that the client must stick to a diet free of cholesterol but rich in fibre. The patient had to tell the truth (veracity) on his decision concerning the nurse recommendations (Bastable, 2006).

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Patient education goals and expected outcomes evaluation

The main objective of this education is to ensure that the client quality of life improves. Moreover, towards the end of the learning the client is expected to gain relevant skills and knowledge for self management (Bastable, 2006).

Interventions used: Nurse as a teacher

As a teacher, the nurse has to assess all the problems of deficits faced by the client. The client was overweight (200 pounds), physically dormant and a smoker. The nurse had to demonstrate how these risk factors were dangerous. Moreover, the use of both formal and informal teaching ensured that the client understood everything for example, “You will have to stop smoking” in order to reduce the risk of elevating blood pressure” (Bastable, 2006).

Teaching environment and tools used

The teaching environment was to be silent, equipped with relevant charts and diagrams. This draws the attention and readiness of the client. Presence of ICT tools like television, photographs and computers offered a better teaching aid used for demonstrating and explaining detailed concepts. Other necessary resources used include; nursing care plans, nursing notes, discharge planning form and physician progress notes (Bastable, 2006).


Bastable, S. 2006. Essentials of Patient Education. Web.

Cherry, K. 2012. What is self efficacy? Web.

Vinson, C. 2012. Learning domains and Delivery of Instructions. Web.

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