first pt teaching plan

RNstudentc/o2010 · Mar 25, 2009

Hi, I am turning in a teaching plan on Monday. I have created the teaching plan, but I do not really know what I am supposed to have in the blank sections. I was supposed to create a scenario with patient, family, or group that has a knowledge deficit. The knowledge deficit that I selected was fatigue. Could somebody check this for me and let me know if I am doing this right? I have a feeling that I am doing the evaluation section wrong. Thank you!

Nursing Diagnosis Fatigue

R/T anxiety, fatigue, stress, poor task management, sustained environmental stimulation and sustained uncomfortable sleep environment

AEB compromised concentration, decreased performance observed by family, drowsiness, inability to restore energy even after sleep, lethargic, verbalization of an overwhelming lack of energy, fleeting nystagmus discovered during PERRLA exam, and bloodshot eyes.

A.Learning Outcomes/Objectives

B.Content

C. Teaching Method/Rationale

D. Time Frame

E. Domain

F. Evaluation

1a. Learning Outcomes/objectives:

By the end of the first appointment, pt. will Be able to verbalize understanding of the importance of sleep and the effects of sleep deprivation on the body.

1b. Content:

Association of sleep deprivation with pt's pt's S&Sx's and physical findings.

Identify risks associated with sleep deprivation

Ask pt questions to reveal understanding

Ask pt, "do you understand why sleep is so important?"

Answer Patient and Family Questions

1c. Teaching Method/ Rationale:

Show pt and family pictures of people with and without sleep deprivation. Pt learns the physical effects of sleep deprivation and family is able to identify observed changes in the pt's physical appearance r/t sleep deprivation.

family group discussion addressing the observed changes in the pt's performance and mood.

1d. Time Frame:

1e. Domain:

1f. Evaluation:

Pt explains the importance of sleep and influence of sleep deprivation on other body systems.

2a. Learning Outcomes/Objectives:

By the end of the first appointment, pt. will be able to construct an outline of daily scheduling and reserved nap times. Pt will use this self-constructed outline every day.

2b. Content:

Guidelines to follow when creating a schedule.

Issues to address when creating a schedule.

Identifying ideal nap points throughout the day

Instructor's typical day, ideal nap points and rationale.

2c. Teaching method/rationale:

Instructor creates an outline containing her own activity and sleep patterns as well as points during the day during which she can nap. One-on-one instruction with guidelines to follow when selecting points to nap.

Family discussion of ways in which pt will be assisted in obtaining adequate uninterrupted sleep.

Group Discussion of alterations of living conditions and routines which would aid in pt's achievement of adequate sleep

2d. time frame:

2e. Domain:

2f. Evaluation:

Pt possesses an outline of his daily activity and rest patterns. Pt agreed to use the outline to aid in acquiring adequate sleep.

3a. Learning Outcomes/Objectives:

By the end of the first meeting, the family will understand the importance of sleep and verbalize understanding of the need for adjustments and accommodations to aid in pt's achievement of adequate sleep.

3b. Content:

Pt and Family Questioning of Daily Routines

Daily Needs of Each Family Member

General scheduling of each family member and rationale

Housing Architecture

3c. Teaching method/Rationale:

3d. Time frame

3e. Domain:

3f. Evaluation:

4a. Learning Outcomes/Objectives:

Pt will be capable of improving sleep by the follow-up appointment

4b. Content:

Breathing Demonstration

Review of Printed Material

Explanation of Breathing Techniques

4c. Teaching method/rationale:

Demonstration and return demonstration of healthy breathing and relaxation techniques, printed material discussing several techniques to aid in achievement of adequate sleep, list of websites with information which will aid in sleep enhancement

4d. Time frame:

4e. Domain:

4f. Evaluation:

Pt demonstrates breathing and relaxation techniques, pt exited facility with supplementary material. Pt agreed to practice the techniques demonstrated.

5a. Learning Outcomes/Objectives:

Pt will be an active member of a stress and sleep management support group

5b. Content:

5c. Teaching method/rationale:

Web-sites of support groups and forums with online support groups as well as local support groups and dates and contents of group meetings

5d. Time frame:

5e. Domain:

5f. Evaluation:

By the end of the first month, pt will retain healthier stress and task management, and decreased anxiety.

Daytonite, BSN, RN · Mar 25, 2009

there are problems with your diagnosis:

nursing diagnosis: fatigue
r/t anxiety, fatigue, stress, poor task management, sustained environmental stimulation and sustained uncomfortable sleep environment
- you cannot use the diagnostic name, fatigue, as a cause of the problem
- poor task management, sustained environmental stimulation and sustained uncomfortable sleep environment are vague and should be broken doen into exactly what these stimuli are and what it is that cause the person to remain awake
[*]aeb compromised concentration, decreased performance observed by family, drowsiness, inability to restore energy even after sleep, lethargic, verbalization of an overwhelming lack of energy, fleeting nystagmus discovered during perrla exam, and bloodshot eyes.

see your aebs. those are the items that your nursing interventions should be addressing. i see no interventions that address or teach anything about her compromised concentration or decreased performance. all your interventions focus on sleep deprivation, why sleep is important, importance of getting enough sleep and breathing exercises. how do anxiety and stress fit into this? and how is the patient to deal with them? what is the importance of including the daily needs of family members? i didn't understand that. they are not the patient. why is the family receiving any teaching when the care plan focus is on the patient, not them? i don't feel your interventions address the problem of not getting restful sleep.

it might be better to use a diagnosis of deficient knowledge, adequate sleep or ineffective health maintenance r/t lack of adaptive behaviors aeb inability to achieve restored energy even after sleep, lethargic, verbalization of an overwhelming lack of energy, fleeting nystagmus discovered during perrla exam, and bloodshot eyes.

whether you write them as nursing interventions are in another way attached to the nursing diagnosis, a teaching plan must contain these elements:

overview: a synopsis about what is going to be taught
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.

Silverdragon102, BSN · Mar 25, 2009

merged for continuity

RNstudentc/o2010 · Mar 25, 2009

Yeah, I put the wrong Dx. I meant to put Sleep Deprivation. Yeah, these sections were given by my teacher in a fill-in-the-table format.