NR 305 Week 4 Assignment: Patient Teaching Project – Patient Teaching Plan Form
Purpose: The purpose of this Patient Teaching Project is to develop a
... [Show More] patient teaching plan and create a visual teaching tool aimed at promoting health and preventing disease for a specified patient population.
Directions:
• This Teaching Plan is Part 1 of the Patient Teaching Project. You will use this Patient Teaching Plan to create a Visual Teaching Tool in Part 2 of this project.
• You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the ".docx" format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu. Click on the envelope at the top of the page.
• Type your answers on this form. Click Save as and save the file with the assignment name and your last name, e.g., “NR305_W4_Patient Teaching Plan Form_Smith”. When you are finished, submit the form to the Drobox by the deadline indicated in your guidelines. Post questions in the Q & A Forum or contact your instructor if you have questions about this assignment.
• The use of correct terminology, grammar, and spelling is important! Please write in full sentences. References should be written in APA format. Utilize in-text references when appropriate, and list all references in the space provided at the end of the worksheet.
Patient Teaching Plan
HEALTH TOPIC ANSWER
State the topic you have selected for your Teaching Project.
(Please select from the list provided in the Teaching Project guidelines located in Module 4.)
For years, many workplace settings have been implementing proper measurements to prevent work related injury. However, the risk of injury is still prevalent in any workplace setting including the hospital. I choose the topic Prevention of Hazards at Work for this specific reason. According to an article published in 1985, an observation made for over 200 years even back then proved that “hospitals can be hazardous for patients” as well as the employees (Patterson, Craven, Schwartz, Nardell, Kasmer, & Noble, 1985, p. 658). Although we’ve come a long way since then, it is still important to reinforce the importance of preventing injuries related to hazards at work. Another article mentioned its importance by concluding “safety education and other injury preventive measures…will potentially reduce the number of injuries” and “promote safe working conditions” (Peled, 2005, p. 276). The purpose of this education is to focus on the preventative measures that can easily be performed but plays a crucial role in the workplace. This includes general proper body mechanics, appropriate use of personal protective equipment, and safety practices particularly with violent patients.
POPULATION ANSWER
Describe, in detail, the characteristics of the population you are planning to teach with the Visual Teaching Tool.
The population who will be involved in this learning experience are the nurses and the patient care technicians also known as the certified nursing assistants or CNAs. The population will consist of a very diverse group with varying age and any gender they may identify but with one thing in common: they all work in the same setting which is Intensive Care Unit.
BARRIERS ANSWER
What are some potential learning barriers for this population of learners?
(Barriers might be cultural, physical, educational, or environmental. Refer to the assigned article in the project guidelines for more information.)
Potential learning barriers for this population include physical and environmental as the population involves different age groups with different experiences or expertise and the setting for this teaching would be in the hospital. As Beagley (2011) mentioned in her article, “physiological factors play a role in how” individuals receive and process new information and that environmental barriers can be anything distracting to learners and are often “difficult to control” (Beagley, 2011, pp. 334-335).
Describe how you could develop your Visual Teaching Tool in a way that will address these potential barriers.
With a diverse population, an excellent way to address the barriers mentioned would be utilizing the different learning styles mentioned in the article. Beagley listed three in her article: Visual, Auditory, and Kinesthetic (Beagley, 2011, p. 335). Incorporating all these styles into the Visual Teaching Tool while also focusing on the environmental factors eliminating as much distractions as possible would be beneficial to the success of this education, and one excellent tool that can be used to achieve that is the PowerPoint presentation.
SETTING ANSWER
Where do you plan to utilize your Visual Teaching Tool?
(Examples: primary care clinic, health fair, school, etc…)
The education will take place in a hospital in the Intensive Care Unit. The setting will be in an empty patient room with bed, assistive devices used for boosting a patient up in bed, and personal protective equipment (PPE).
Will you be teaching one-on-one, in small groups, or to a large crowd?
Small groups would best serve the purpose of this education due to the possible conflicting schedule of the population. Small group would also increase the receptibility of the learners and decrease the amount of time to evaluate the outcome.
LEARNING OBJECTIVES ANSWER
Write three specific learning objectives your visual teaching tool will address.
Example: At the end of this education, the learner will be able to list 3 benefits of regular physical activity.
1. At the end of this education, the learner will be able to demonstrate proper body mechanics when boosting a patient up in bed.
2. At the end of this education, the learner will be able to identify what Personal Protective Equipment or PPE is required for certain situations i.e. contact/droplet/airborne isolation.
3. At the end of this education, the learner will be able to list 3 safety measures to keep in mind when taking care of violent patients.
EVALUATION ANSWER
Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting.
The education would prove to be successful if the learners are able to demonstrate proper body mechanics, identify the right PPEs, and list safety measures for self-protection. To evaluate the first objective, for example, two learners will stand on each side of the patient’s bed where another learner would act as the patient. The two learners on the side would demonstrate proper body mechanics as shown in the Visual Teaching Tool and boost the patient up in bed; corrections then can be made if needed. The second objective, as stated above, would be proven successful if the learners identify the appropriate PPE for a specific situation (i.e. contact isolation requires the use of gown and gloves, while droplet isolation requires the use of gloves and mask and an optional gown if exposure to secretions are expected). The third objective would be proven successful if the learner identifies 3 safety measures such as maintaining the patient’s room open, notifying another personnel that the caregiver is going into the patient’s room, or entering the patient’s room with another personnel.
REFERENCES ANSWER
List any references used to create this Teaching Plan in APA format.
(Hanging indent not required.)
Remember to also use in-text citations within this document, when appropriate (Author, year).
Beagley, L. (2011). Educating patients: Understanding barriers, learning styles, and teaching techniques. Journal of Paranesthesia Nursing, 26(5), 331-337
Patterson, W. B., Craven, D. E., Schwartz, D. A., Nardell, E. A., Kasmer, J., & Noble, J. (1985). Occupational hazards to hospital personnel. Annals Of Internal Medicine, 102(5), 658-680.
Peled, K. (2005). Workplace safety assessment and injury prevention in hospital settings. Work, 25(3), 273-277. [Show Less]