welcome to an! the largest online nursing community!
we are happy to help but we won't do it for you . you show us what you have so far and we will lead you in the right direction adjust correct any mistakes you have as well as research/point you to where you need to get your information.
care plans/care maps/case studies/teaching 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 them to their previous level of life or to make them the best that they 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. your plan of how you are going to care for them.
a teaching plan starts like you do for any care plan. . .from me and the words of a dear friend/contributor daytonite (rip)
(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)
- a physical assessment of the patient
- assessment of the patient's ability and any assistance they need to accomplish their adls (activities of daily living) with the disease
- data collected from the medical record (information in the doctor's history and physical, information in the doctor's progress notes, test result information, notes by ancillary healthcare providers such as physical therapists and dietitians
- knowing the pathophysiology, signs/symptoms, usual tests ordered, and medical treatment for the medical disease or condition that the patient has. this includes knowing about any medical procedures that have been performed on the patient, their expected consequences during the healing phase, and potential complications. if this information is not known, then you need to research and find it.
care planning is determining what the patient's problems are. in this case, you specifically know you want to focus on his nutrition. so, you need to do an assessment of his diet and nutritional state. i have no specific assessment guide for that, but i assume you do. you are looking for abnormal data because the abnormal data will become the evidence that will support the nursing diagnosis that you will use.
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). it helps to have a book with nursing diagnosis reference information in it. there are a number of ways to acquire this information.
- your instructors might have given it to you.
- a book that contains the nanda-i nursing diagnoses
- many authors of care plan and nursing diagnosis books include the nanda nursing diagnosis information. this information will usually be found immediately below the title of a nursing diagnosis. i like ackley: nursing diagnosis handbook, 9th edition and gulanick: nursing care plans, 7th edition
- the nanda taxonomy and a medical disease cross reference is in the appendix of both taber's cyclopedic medical dictionary and mosby's medical, nursing, & allied health dictionary
- or your text books.i also love emedicine/medscape http://emedicine.medscape.com/
- medscape nurses http://www.medscape.com/nurses
medscape is absolutely free and requires registration. it is a great resource and sourse of information.
there are three ways to introduce teaching interventions. either through a diagnosis that focuses on the patient's nutritional problem, using the deficient knowledge, specify
diagnosis or ineffective health maintenance
diagnosis. each diagnosis has different etiology and evidence to support it. i suggest that the patient's attitude toward this will have a strong affect on which diagnosis you end up using out of the three and how your teaching plan will be focused.
a formal written teaching plan has these components:
- overview: a synopsis about what is going to be taught in the course
- goal(s): the aim(s) or outcome(s) that you want your learner to achieve as a result of the lesson you plan
- objectives: the more specific information that the learner will come away from the course knowing that will achieve the goal(s) you have determined.
- content: a play-by-play of the specific content that is going to be taught and in the sequence it will happen. your content should address and cover all the objectives. this part of the written lesson plan is presented in an outline format.
- procedures and materials: how all the above will be achieved, i.e. lecture, demonstration, discussion, etc. materials that can be used and resources that can be needed for the lesson to be successful and essential to teaching your lesson plan are listed and may include demonstrations, audio-visuals, handouts, experiments, stories, game playing and any number of other creative items.
- evaluation: determining if you met the goals of the teaching plan. this can be done through a return demonstration, short post test, short question and return answer session with the client to verify they understand the information correctly or a task the participant needs to perform.
for more information on care planning from our beloved daytonite see http://allnurses.com/florida-nurses/...re-345471.html http://allnurses.com/forums/f50/help...ns-286986.html
- assistance - help with care plans
now you must adjust this to the age of your child according to erickson's growth and development