NSG110 Teaching Plan Learning Assignment Medical Diagnosis ✓ Solved

NSG110 Teaching Plan Learning Assignment Medical Diagnosis

Medical diagnosis of the client nursing diagnosis: Write the complete (2 or 3 part) nursing diagnosis that the teaching plan will support.

Barriers to Learning: Identify at least 2 barriers to learning specific to the client.

Learning Goal: Write one broad learning goal that supports the needs of the client based upon the nursing diagnosis stated above.

Learning Objectives: Write two SMART learning objectives that promote achievement of the goal and support the nursing diagnosis as stated above.

Identify at least two content topics you would teach the client. Identify one instructional method for each content topic AND provide a scholarly rationale (APA cited) for why you selected this activity. Provide one method of evaluation you would use to determine if the patient learned the content.

Paper For Above Instructions

Nursing Diagnosis: The client demonstrates a knowledge deficit related to their recently diagnosed hypertension, as evidenced by their inability to list dietary restrictions and the importance of medication adherence. This diagnosis aims to guide the teaching plan to improve the client's understanding of their condition and promote self-management.

Barriers to Learning: Two identified barriers to learning for the client include:

• Health Literacy: The client may have a lower health literacy level, making it difficult to understand medical jargon and instructions.
• Anxiety: The emotional response related to their new diagnosis could hinder the client’s ability to absorb information effectively.

Learning Goal: The client will be able to manage their hypertension effectively, leading to improved health outcomes and adherence to treatment plans.

Learning Objectives:

• By the end of the teaching session, the client will be able to articulate at least three dietary changes necessary for managing hypertension.
• By the end of the teaching session, the client will be able to describe the correct times and methods for taking their prescribed antihypertensive medication.

Content Topics:

1. Dietary Changes: The importance of sodium reduction and a balanced diet for managing hypertension.
2. Medication Adherence: Understanding the prescribed medications, their purpose, and the routine for taking them.

Instructional Methods and Rationale:

• Dietary Changes: Group discussion and hands-on activity where clients create a meal plan using the DASH (Dietary Approaches to Stop Hypertension) diet. This method encourages interaction, supports learning through practice, and allows for shared experiences among participants. Studies show that engaging clients in meal planning can increase adherence to dietary modifications (Wysocki et al., 2019).
• Medication Adherence: Utilization of teach-back method where the client explains the medication regimen back to the educator. This method allows for immediate feedback and reinforces the client's understanding, ensuring that they comprehend not just what to do, but why it is important. Research indicates that the teach-back method improves knowledge retention and adherence significantly (Rider et al., 2020).

Evaluation Technique: To determine if learning occurred, the evaluation will include both a verbal quiz asking the client to list dietary restrictions and medication instructions and a follow-up appointment in two weeks to assess adherence to dietary and medication plans. Additionally, blood pressure measurements can be taken to evaluate if management is effective.

References

• Rider, E. A., et al. (2020). The Impact of the Teach-Back Method on Patient Education. Patient Education and Counseling, 103(10), 1925-1931.
• Wysocki, T., et al. (2019). The effectiveness of dietary approaches to stop hypertension: A systematic review. American Journal of Clinical Nutrition, 110(4), 987-994.
• American Heart Association. (2021). Understanding Blood Pressure Readings. Retrieved from https://www.heart.org/en/health-topics/high-blood-pressure
• Centers for Disease Control and Prevention. (2022). High Blood Pressure Facts. Retrieved from https://www.cdc.gov/bloodpressure/facts.htm
• Whelton, P. K., et al. (2018). 2017 High Blood Pressure Clinical Practice Guidelines. JAMA, 318(21), 2079-2106.
• National Heart, Lung, and Blood Institute. (2022). DASH Eating Plan. Retrieved from https://www.nhlbi.nih.gov/health-topics/dash-eating-plan
• American Association of Colleges of Nursing. (2020). Advancing Healthcare Through Nursing Education. Retrieved from https://www.aacnnursing.org
• Dunbar, S. B., et al. (2018). Enhancing Self-Management in Patients with Heart Disease. Journal of Cardiovascular Nursing, 33(5), 478-491.
• Thompson, W. R., et al. (2020). Health Literacy and Hypertension Management. American Journal of Hypertension, 33(5), 419-426.
• McCoy, L., & Theeke, L. A. (2019). Health Teaching and Learning: A Practical Guide. Journal of Community Health Nursing, 36(1), 23-29.