Help with learning goal

[sarahsandhu]

Hi, i have to develop a learning goal using the characteristics of ideal desired outcome, broad scope, encompassing a set of objectives, and future orientation measured by weeks or months relating to this scenario.

I am having a hard time getting started. any help will be greatly appreciated. thanks

" Mrs. L. is a 68 year old woman who has recently been diagnosed with Alzheimer Disease. She and Mr L., her husband of 45 years, are devastated to learn of her diagnosis but recently have expressed an interest in understanding more about her illness and how to approach her future care. Mr. and Mrs. L. have both been assessed at the community Geriatric Assessment Program. Mrs. L.'s most recent Mini Mental Status Exam score was 26/30. She has begun to take Aricept 10 mg. po daily. She has been frustrated by difficulty with remembering to take her medication, getting dressed, and finding her house when returning from a walk in the neighbourhood. Mr. L. confides that he knows little about Alzheimer Disease and that Mrs. L. has been more restless at night since beginning to take her Aricept. He is exhausted from the strain of being up all day and night to make sure Mrs. L. is safe.

The geriatric psychiatrist has referred the couple to you, the clinical educator for the Geriatric Assessment Team, to develop a teaching plan to meet their learning needs. You begin by developing learning goals and objectives based on the knowledge that you have."

Write a learning goal using the characteristics of ideal desired outcome, broad scope encompassing a set of objectives, and future orientation measured by weeks or months.

[UM Review RN, ASN, RN]

What do you have so far? If you have nothing yet, maybe you could start by reading up on Alzheimer's and the challenges that patients and families face with this disease. Here is a link to an award-winning documentary that can help educate you about the disease process and there are links on the site that can help you discover ways that families cope.

http://www.pbs.org/theforgetting/

[Daytonite, BSN, RN]

this is a care plan (problem solving) plain and simple. the primary problem here is deficient knowledge or ineffective health maintenance and probably some role strain. with any problem solving you always begin by assessing. remember the nursing process? step #1 is assessment. assessment for care planning (and that includes teaching plans, as well) includes:

• a health history (review of systems)
  
• performing a physical exam
  
• assessing their adls (at minimum: bathing, dressing, mobility, eating, toileting, and grooming)
  
• reviewing the pathophysiology, signs and symptoms and complications of their medical condition
  
  • use https://allnurses.com/nursing-student-assistance/medical-disease-information-258109.html - medical disease information/treatment/procedures/test reference websites
    

  [*]reviewing the signs, symptoms and side effects of the medications they are taking

the scenario has already given you a lot of evidence to play around with that is very specific to alzheimer's patients. go through the scenario sentence by sentence and list it all out. read up on alzheimer's. look on the internet for alzheimer's organizations or information about the disease. what may be stumping you is the fact that the nursing problems here are more psychosocial and involve things such as safety, self-esteem and self-actualization rather than the physiological ones that you might have been accustomed to. i guarantee that diagnoses to fit those things do exist and there is room for goals and interventions that involve teaching with them.

a formal written teaching plan often includes the following:

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.