Post a thoughtful response to at least two (2) other colleagues’ initial postings. Responses to colleagues should be supportive and helpful (examples of an acceptable comment are: “This is interesting – in my practice, we treated or resolved (diagnosis or issue) with (x, y, z meds, theory, management principle) and according to the literature…” and add supportive reference. Avoid comments such as “I agree” or “good comment.”

References:

  • Response posts: Minimum of one (1) total reference: one (1) from peer-reviewed or course materials reference per response.

Words Limits

  • Response posts: Minimum 100 words excluding references.

Discussion 1

This discussion post will look at two learning objectives for Ms. Tina, what tools will be utilized for instructional purposes and how these objectives will be evaluated.

Three learning objectives I would set for Tina is that she will demonstrate how to change her wound dressing, demonstrate how to check her blood sugar with a glucometer and demonstrate how to administer her insulin prior to discharge from the hospital. In order to help meet patient objectives, I would utilize return demonstration, which would fall under content evaluation and go through how to change the dressing on Tina’s foot along with checking her blood sugar and how and where to administer her prescribed insulin.

Evaluation is a tool nurses and healthcare providers utilize daily to validate there was beneficial knowledge passed on from the care provider to the patient (Bastable, 2014). I chose content evaluation method because the return demonstration method is one that allows the nurse to actually see what the patient is doing and make recommendations and corrections as needed. According to Nemcová and Hlinková (2014), after receiving diabetic education, the mood, readiness, understanding and involvement in care of diabetic patients increased.

Some potential barriers to learning include a failure to understand diagnosed medical condition. If the patient doesn’t understand the situation in which they are in, they are less likely to take an interest in learning pertaining to that condition. Another barrier is refusal to accept the condition they have been diagnosed with. This can also make it difficult for learning to take place. As the nurse it is important that patients understand that early intervention can make the difference between improved health and further complications.

References

Bastable, S.B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice (4th ed.). Sudbury, MA: Jones and Bartlett.

Nemcová, J., & Hlinková, E. (2014). The efficacy of diabetic foot care education. Journal Of Clinical Nursing, 23(5/6), 877-882. doi:10.1111/jocn.12290

Discussion2

Discharge teaching is important when sending our patients home. We want to ensure they are able to care for themselves. It is also important to prevent hospital readmissions by making sure our patients are doing proper self care. I will discuss 2 objectives for teaching Tina and the methods I would use to teach her as well as any barriers we might encounter and how to overcome those barriers.

Tina will know 3 signs of hypoglycemia by end of session. I will give Tina a printed list of signs and symptoms of hypoglycemia and ask her to read them back to me. I chose one to one instruction and visual tools because these help to the patient to learn in the cognitive domain or the thinking part of learning (Bastable, 2014). Having a list to reference that she can keep somewhere will help when she is not feeling well and needs a quick guide as to what she is feeling. One barrier to this teaching method is that the patient is overwhelmed at discharge with the amount of paper work given to her, she may just throw the paper to the side or lose it. To overcome this barrier I would highlight the signs and symptoms on the paper and ask her to put it in her wallet or purse to have it handy. I know I have been successful if she is able to list 3 signs of hypoglycemia.

Tina will tell nurse 3 reasons she should return to the hospital or call her doctor. For this to happen I would use a question and answer interview to see if she is retaining the information given to her. If she is able to recall at the end of our conversation I know she has been paying attention. I may also use a teach back method by asking her to tell me why she would go to the hospital or when she should call her doctor. I chose this method because Tina is young and able to recall things. The teach back method helps to prevent hospital readmissions by making sure patients understand what they need for health maintenance (Miller, 2016). I know if I have been successful is Tina is able to tell me 3 reasons she should call the doctor or return to the emergency room.

References

Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice (4th ed.). Burlington, MA: Jones & Bartlett Learning.

Miller, S. (2016). “Teach-back” from a patient’s perspective. Nursing, 46(2), 63-64. doi:10.1097/01.NURSE.0000476249.18503.f5

 

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