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Discussion

HELP I'M LOST !! Teaching plan NEWBIE

I am a nursing student in my first semester, Fundamentals of Nursing and have been assigned to write a teaching plan on my assigned client (which happens to have a diagnosis of senile dementia. There has been little direction on how to do a teaching plan, nor have I been able to get a sample to help guide me on the assignment. Does anyone have any direction on how to complete a teaching plan for this type of client? I am leaning towards NANDA: Self-care deficit toileting.

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    I am a nursing student in my first semester, Fundamentals of Nursing and have been assigned to write a teaching plan on my assigned client (which happens to have a diagnosis of senile dementia. There has been little direction on how to do a teaching plan, nor have I been able to get a sample to help guide me on the assignment. Does anyone have any direction on how to complete a teaching plan for this type of client? I am leaning towards NANDA: Self-care deficit toileting.

    Are these "teaching plans" the same thing as care plans? I would think safety would be a huge concern, for one thing.

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    Care plans are based off of priority. While toileting deficits could eventually lead to problems down the road, I don't believe this is a priority. Always think of Maslow's.

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    Googling teaching plans for senile dementia...and it can give you some ideas of goals, interventions, and what not. Believe me I've got a lot of dings (write ups) for teaching plans but finally fairly got the hang of it...but googling teaching plans and seeing examples have helped.

    So, is your patient a real person at clinicals or is it like a scenario they gave you...? It depends on the severity of the dementia...like how far along and what ADLs they are capable of.... if they have difficulty eating...just have the pick out what's the most important.

    Here is a helpful site.

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    Merged threads

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    Thanks for the reply. No, I have to do a care plan as well. The teaching plan is based on a physiological factor that I identify and attempt to teach the client. This is a real person that is in a long term facility. When I was present the client communicated well with repeated long term memories and also requires assistance transferring from bed-chair-toilet and full assist with hygiene.

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    • Experts

    Welcome to AN! The Largest online nursing community!

    I encourage you to contact your instructor on what format they require. Here is what you might need to consider in formatting your plan.

    A written teaching plan goes something like this:

    1. overview: a synopsis about what is going to be taught in the course
    2. goal(s): the aim(s) or outcome(s) that you want your learner to achieve as a result of the lesson you plan
    3. objectives: the more specific information that the learner will come away from the course knowing that will achieve the goal(s) you have determined.
    4. 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.
    5. 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.
    6. 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.

    It follows a very similar format to a care plan

    1. Check your nursing textbook to see if it specifies the contents that must be included in your teaching plan.

    2. You need tailor a plan to specific conditions.

    3. Start with anticipated learning outcomes that specify content and length of time.

    4. Anticipate the questions your patient might ask and provide answers.

    5. Specify a teaching method. Explain whether there will be doctor or nurse instruction, as well as group discussion. Identify the number of teaching sessions, the content of each and the length of time you anticipate each will take.

    6. Decide on benchmarks for learning outcomes. These should be specific statements on exactly what behavior you will look for to determine that the patient has absorbed the material

    I hope this helps :)

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