Knowledge Deficit Careplan regarding New Meds

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    I could really use some help with this one guys! I provided education to my patient regarding new medications, I explained the reason for use, what to watch for and side effects. My problem here is that I am not sure how to word a knowledge deficit diagnosis and I looked in the Nursing Diagnosis handbook I did not find any relating to medication, also I have to decide on a reasonable short term goal; does this sound ok...Patient will verbalize 3 side effects for each medication by end of teaching on 4/10/12! I am so lost on this, this is our first time doing a teaching careplan!
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  3. 5 Comments so far...

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    Knowledge deficit (what the deficit is) related to lack of exposure to teaching (or whatever the reason they don't know about whatever) as evidenced by your supporting evidence

    For example a knowledge deficit diagnosis for someone who doesn't know how to properly play basketball and just kicks the ball around the court would look like:

    Knowledge deficit (playing of basketball) related to lack of exposure to teaching as evidenced by the patient kicking the basketball around the court.
    KelRN215 and Esme12 like this.
  5. 0
    I'm having trouble as well with a knowledge deficit care plan related to peri menopause.
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    NANDA describes Deficient Knowledge as......
    NANDA-I Definition: Absence or deficiency of cognitive information related to specific topic.

    Knowledge deficit is a lack of cognitive information or psychomotor skills required for health recovery, maintenance, or health promotion. Learning may involve any of the three domains: cognitive domain (intellectual activities, problem solving, and others); affective domain (feelings, attitudes, belief); and psychomotor domain (physical skills or procedures). The nurse must decide with the learner what to teach, when to teach, and how to teach the mutually agreed-upon content. Adult learning principles guide the teaching-learning process. I

    information should be made available when the patient wants and needs it, at the pace the patient determines, and using the teaching strategy the patient deems most effective. Many factors influence patient education, including age, cognitive level, developmental stage, physical limitations (e.g., visual, hearing, balance, hand coordination, strength), the primary disease process and comorbidities, and sociocultural factors. Older patients need more time for teaching and may have sensory-perceptual deficits and/or cognitive changes that may require a modification in teaching techniques.

    Certain ethnic and religious groups hold unique beliefs and health practices that must be considered when designing a teaching plan. These practices may vary from home remedies (e.g., special soups, poultices) and alternative therapies (e.g., massage, biofeedback, energy healing, macrobiotics, or megavitamins in place of prescribed medications) to reliance on an elder in the family to coordinate the care plan. Patients with low literacy skills will require educational programs that include more simplified treatment regimens, simplified teaching tools (e.g., cartoons, lower readability levels), a slower presentation pace, and techniques for cueing patients to initiate certain behaviors (e.g., pill schedule posted on refrigerator, timer for taking medications).

    So be sure to accommodate these differences in your care plan.

    Common Related FactorsNew condition, procedure, treatment
    Complexity of treatment
    Cognitive/physical limitation
    Misinterpretation of information
    Decreased motivation to learn
    Emotional state affecting learning (anxiety, denial, or depression)
    Unfamiliarity with information resources
    Lack of recall

    Defining Characteristics
    Verbalizing inaccurate information
    Inaccurate follow-through of instruction
    Questioning members of health care team
    Incorrect task performance
    Expressing frustration or confusion when performing task
    Gulanick: Nursing Care Plans, 7th Edition

    Scott is right. Knowledge deficit related to ..........whatever reason patient says they didn't know their meds, No one told them before, new med, they weren't ready to learn, didn't want to learn, just didn't know to ask........as evidenced by......inability to verbalize information about the med.

    You are on target for short term goals. Or even return demonstrate application/administration of meds if applicable.

    Last edit by Esme12 on Apr 13, '12
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    Quote from gracie 3
    i'm having trouble as well with a knowledge deficit care plan related to peri menopause.
    what do you have so far.....what is the assessment of the patient. assessment is the first data necessary for a care plan to be developed. many students get caught up in the medical diagnosis and try to retro fit the patient into a nursing diagnosis.

    the medical diagnosis is the disease itself. it is what the patient has not necessarily what the patient needs.the medical diagnosis is what the patient has and the nursing diagnosis is what are you going to do about it, what are you going to look for, and what do you need to do/look for first.

    care plans when you are in school are teaching you what you need to do to actually look for, what you need to do to intervene and improve for the patient to be well and return to their previous level of life or to make them the best you you can be. it is trying to teach you how to think like a nurse.

    think of them as a recipe to caring for your patient. like a schedule that you use to keep organized.... your plan of how you are going to care for this person. as said by another an contributor......

    "every single nursing diagnosis has its own set of symptoms, or defining characteristics. they are listed in the nanda taxonomy and in many of the current nursing care plan books that are currently on the market that include nursing diagnosis information. you need to have access to these books when you are working on care plans. there are currently 188 nursing diagnoses that nanda has defined and given related factors and defining characteristics for. what you need to do is get this information to help you in writing care plans so you diagnose your patients correctly.

    don't focus your efforts on the nursing diagnoses when you should be focusing on the assessment and the patients abnormal data that you collected. these will become their symptoms, or what nanda calls defining characteristics." (daytonite)

    a dear friend to an daytonite (rip) always had the best advice.......check out this link.
    http://allnurses.com/nursing-student...is-290260.html


    here are the steps of the nursing process and what you should be doing in each step when you are doing a written care plan:
    1. assessment (collect data from medical record, do a physical assessment of the patient, assess adls, look up information about your patient's medical diseases/conditions to learn about the signs and symptoms and pathophysiology)
    2. determination of the patient's problem(s)/nursing diagnosis (make a list of the abnormal assessment data, match your abnormal assessment data to likely nursing diagnoses, decide on the nursing diagnoses to use)
    3. planning (write measurable goals/outcomes and nursing interventions)
    4. implementation (initiate the care plan)
    5. evaluation (determine if goals/outcomes have been met)

    • you need a good care plan book. i prefer gulanick: nursing care plans, 7th edition.

    care plans must be chosen from the "approved" script....nanda. i think the biggest mistake is that you need to let what the patient says, does and feels, or symptoms they exhibit (the assessment) dictate what you do next.

    what is your assessment or the patient what do you have so far?


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