Teaching Plan - Need Help

Daytonite, BSN, RN · Oct 18, 2008

a teaching plan is not much different from a care plan. a care plan is a determination of a patient's nursing problems and strategies to fix them. a teaching plan would be a determination of the patient's teaching (learning) needs and strategies directed to resolving that need. as with any problem you have in nursing, utilize the nursing process to help you organize and rationalize your solution to the development of a teaching plan.

assessment - collect data regarding what the patient does and doesn't know. your professional knowledge is required because there will be things that you, the nurse, know are important for the patient to know such as the side effects of the medications they will be taking, what kind of follow up is required for the medical condition and medical treatment they are receiving and potential complications that need to be monitored for. you need to assess what the patient does or does not know. you also need to know as much about the patient's medical history and medical plan of care as possible and this information is in the chart. to be able to do this you need to know 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 may need to be 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. you can use the weblinks listed here: https://allnurses.com/forums/f205/medical-disease-information-treatment-procedures-test-reference-websites-258109.html - medical disease information/treatment/procedures/test reference websites
determination of the patient's problem(s)/nursing diagnosis - your abnormal assessment data pertaining to a teaching plan is specifically about knowledge deficits or why the patient has the knowledge deficit. the patient may outright tell you they need to know more. often we make that determination because in speaking with the patient we figure out that they just don't understand what we are talking about. whether you choose to make your teaching plan an intervention that is part of some nursing diagnosis or give it is own diagnosis (deficient knowledge, specify) is up to you.
planning (write measurable goals/outcomes and nursing interventions) - these are the actual goals and interventions for the teaching. although their focus is on teaching they still follow these guidelines:
- goals/outcomes are the predicted results of the teaching interventions you will be ordering and performing. they have the following overall effect on the patient's learning:
  - improve what the patient knows

[*]interventions are designed to teach/educate/instruct/supervise

[*]implementation (initiate the care plan) - what is a bit different about formal teaching plans in contrast to an actual care plan is the logistics of how the teaching will be achieved, i.e. lecture, demonstration, discussion, etc. you generally want to list what you plan on using, i.e. demonstrations, audio-visuals, handouts, experiments, stories, game playing and any number of other creative items.

[*]evaluation - is extremely important to teaching(determine if goals/outcomes have been met). you want to know if the patient learned what they were taught. 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.

a written teaching plan goes something like this:

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.

as far as your other questions about your care plan. . .again, follow the nursing process. diagnosis is always based upon the abnormal data that supports the existence of each problem.

step 1 assessment - collect data from medical record, do a physical assessment of the patient, assess adl's, look up information about your patient's medical diseases/conditions to learn about the signs and symptoms and pathophysiology - does this patient know about the side effects of coumadin, that weekly blood tests are required until he becomes stabilized on a dose, that he needs to be careful about bumping against things and that he can bleed very easily? this is a very important teaching need of every person who takes coumadin that needs to be documented in their chart.

dvt
medical treatment: coumadin 5mg qd.

step #2 determination of the patient's problem(s)/nursing diagnosis part 1 - make a list of the abnormal assessment data - i can't help you much here because you didn't provide any of your supporting data

step #2 determination of the patient's problem(s)/nursing diagnosis part 2 - match your abnormal assessment data to likely nursing diagnoses, decide on the nursing diagnoses to use - these are the diagnoses you determined

fear
knowledge def
- deficient knowledge, specify is how this diagnosis should be written. the "specify" part means you fill in what the teaching subject is. some ideas are condition, prognosis, treatment, self-care, discharge needs.
[*]ineffective protection
[*]at risk for ineffective therapeutic regime management
[*](should it be at risk for) ineffective peripheral perfusion.
- expected outcomes? confused?!
- dx ineffective tissue per. - pt. frequent traveler - encourage pt to drink h20 and walk 1x/ hr during flight. what is expected outcome? how do i measure it? patient will drink 1l h20o prior to flight and walk 1x/ hr during flight
  - ineffective tissue perfusion, peripheral is the choice of diagnosis for someone with a dvt. why did you diagnosis this? what symptoms did the patient have that led to this diagnosis? how does drinking water do anything to help correct any of those symptoms? outcomes are the results you predict will occur because of the interventions you are ordering to be done for the symptoms that the patient has.