Teaching plan HELP!!??

Is this a real patient, or are you trying to come up with a patient scenario just for the teaching plan? If it is a real patient, of course, you need to look at the total patient assessment, and then you will have the basis for your teaching plan. If this is a theoretical patient, you might begin with a look at the general health concerns of males in this age group.

I am really blanking on what to do a teaching plan on for a fracture of the arm. My sample I am using is a male in his 60s. I was going to do deep breathing and coughing but ambulation should not be effected. Please help with ideas!! Thank you!

How about self care deficit? The patient will have to wear a cast and will have to adapt at home to perform ADLs. A teaching plan explaining some adaptations may be a good one?

i don't think coughing and deep breathing has much to do c arm fractures in casts. don't choose something just because you can't think of anything that's really applicable.

hints: what complications (of anything, in this case, an arm fracture in a cast) should he know about?

what should he do to avoid them?

what should he do if he has one?

Teaching plans is where you take 1 of your nursing diagnosis for fracture and do pt teaching on it. There's about 6 nursing dx at I see but I will leave that for you to look up. Custom write this for patient situation don't just blindly copy try to understand the reasoning behind it.

Look in your nursing diagnosis book under fractures pick 1-2 nursing diagnosisto teach about or whatever your prof wants. Use the format your school. Minewas colum 1 patient out come, col 2 pt teaching or nuring intervention, col 3 pt evaluation Ex. Pain rt muscle spasm pain trauma web increased vitals grimace and verbalization of pain. Use pictures, get or make some brochures to give to your pt, my plans were short about 3 pages with lots of big pics. A 33pg plan not realistic who has time to read all that? Google nursing teaching plan lots out there

Col 1. Pt will demonstrate relief from pain in x time, pt will have normal vitals etc etc

Col 2 Teaching (copy from book)

-Provide written materials on pin control

-Discuss various discomforts encompassed by word pain. Ask pt to describe previously experienced pain

Col 3 pt evaluation

Pt verbalized relief of pain after x hrs, pt demonstrated pain relief aeb able to use incentive spirometer,

What Inori wrote boils down to this: Your job as a nurse is to make a difference. By that, I mean that as a result of meeting YOU, he ends up better able to deal with a broken arm, and is free of any complications of the treatment of a broken arm (ie. no compartment syndorem, no infection at pain sites, etc. )

To do this, you need to first perfrom a comprehensive assessment that evaluates the FULL impact of this health event on his life: Is he right or left handed? Live alone? Will he be able to cook, shop, care for himself with one arm? Does he have a job that requires two hands? Is he at risk of losing it if he misses work? How will this affect his life roles? Will it have any ripple effects for his family? What if he is a caregiver for young children, or for an ill elderly person in his family, etc.

What led to the fracture? Are there environmental safety issues (unsafe stairs, slippery walk, etc.) that need to be addressed? Is he a heavy drinker?

How is he coping with this? Does he have a past history of recovering from an injury? Does he know what kind of diet best promotes bone healing?

What helps the pain? What makes it better or worse? Does he know how to care for a cast or pins? does he know the s/s of compartment syndrome and what to report? Will he need PT to regain full use of his arm?

According to the ANA, the defintion of Nursing is "The protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations."

I know that a lot of students think the words in this defintion mean little in reality. They see it as something they have to memorize for school, but don't take the time to think deeply about what it actually says, and what it means for them personally. Those who do take it to heart are more likely to recognize the depth and power or nursing, and to act on the many, many possibilities in this situation. By engaging with the person more fully and by thinking in a truly holistic way, nurses recognize their many ways in which nurses can improve the lives of patients.

I guess what I am trying to say is to take in the bigger lessons about the unique way that nurses interact with patients, and work to make part of what you do. Broaden your point of view, and this process will be easier and make far more sense. It will also make you a far better nurse.

"pt verbalized relief of pain after x hrs, pt demonstrated pain relief aeb able to use incentive spirometer, "

huh? you knew that his arm fracture pain was better because he could use the incentive spirometer? this makes no sense to me. did he tell you he couldn't deep breathe before because his arm hurt? could you clarify that before you turn it in?

Doesn't your textbook talk about teaching related to fractures. While the book may not talk about the exact fracture you are dealing with, you could use the basic idea then make the teaching specific to your patient and the type of fracture. Something that may help is think about you do with your arm and determine what parts of your life would be affected if yours was broken. You interview and assessment should reveal many parts of your patient's life that could be or are affected. Good luck!