Nursing Assignment: Instructions To Identify A Specialty Nur ✓ Solved

Nursing Assignment A Instructions 1.Identify a specialty nursing organi

Identify a specialty nursing organization closely related to your current or future area of practice focus. I have identified the following nursing organization to be used; (American Association of Diabetes Educators (AADE)).

Locate a copy of the ANA Standards of Practice and Performance from that specialty nursing organization. You will be using this document in a discussion activity later in the course as well as in the final Teaching Project Summary paper. (Hospital policies and guidelines are not suitable for use in this course!)

Submit a reflection to your mentor via Submissions indicating your identified specialty organization standards. Use this reflection to indicate if you have questions. Your reflection should include: · Describe the Professional Standards of Practice and Performance that you have chosen to use as the basis for this teaching project (i.e., from what nursing specialty, year published, etc.) · Describe how the chosen standards address the teaching/learning role in nursing practice · Describe how you will use the information contained in the Professional Standards of Practice and Performance to guide the development of your instructional intervention, and promote a change in practice.

Critical Thinking. The instructional design process begins with the identification of an instructional problem or need. The purpose for identifying a problem is to determine whether instruction should be part of the solution. The activity is the first step in conducting a needs assessment. Your goal with this activity is to apply critical thinking skills to identify problems in your workplace (or community if no workplace) and describe the gap between what is expected and the existing conditions. Your posting to the discussion forum should include the following information. Use the subjects Problem 1 and Problem 2 followed by a 2-5 word short description of the problem: · Identify two (2) problems in your workplace or community for which the lack of knowledge contributes significantly to each of the problems. These problems will ultimately become the focus of your teaching project.

Use the following two identified problems: 1. (“increased hospital readmission in patients with diabetes”) 2. “Advanced directives and medical power of attorney.” This is required for the teaching project. · Describe the gap between what is expected and the existing condition or problem. · Explain why you think teaching may be the solution to each of these problems. · Identify one possible obstacle for the learner in receiving instruction on each topic/problem in a group format. · Identify one possible barrier for you as the designer and provider of instruction for each problem.

Paper For Above Instructions

### Introduction

The American Association of Diabetes Educators (AADE) is a premier organization dedicated to promoting diabetes education and management. As diabetes remains a prevalent public health issue, it is crucial for healthcare professionals to have access to robust guidelines that inform their practice. The AADE provides comprehensive Standards of Practice and Performance that specifically address the roles of educators in diabetes care. This reflection will address how these standards inform my teaching project and reflect on key issues related to education and communication in nursing practice.

### Professional Standards of Practice and Performance

For my teaching project, I have chosen to utilize the AADE 7 Self-Care Behaviors framework, which serves as the Professional Standards of Practice for diabetes education. These guidelines were last published in 2018, providing evidence-based criteria for diabetes self-management education and support (AADE, 2018). The framework is designed to assist practitioners in delivering effective diabetes education and ensures that patient-centered care is maintained.

The AADE 7 framework emphasizes the importance of teaching strategies that empower patients to manage their diabetes effectively. According to the standards, these strategies include self-monitoring of blood glucose, meal planning, physical activity, medication management, problem-solving, reducing risks, and staying healthy. The significance of these standards lies in their focus on collaborative education, which encourages nurses and educators to actively engage patients in their care, promoting better health outcomes and reducing the risk of complications related to diabetes.

### Addressing the Teaching/Learning Role in Nursing Practice

The selected standards address the teaching and learning roles in nursing practice by advocating for an individualized and supportive approach to patient education. The AADE framework encourages nurses to act not just as informants but as facilitators of learning, supporting patients as they navigate their own unique health journeys. This is particularly relevant in diabetes care, where patients are often required to make daily decisions that can significantly affect their health (American Diabetes Association, 2020).

To guide the implementation of my instructional intervention, I will use the AADE guidelines to create dynamic learning modules on diabetes self-management. This will include developing patient education materials that are tailored to meet the diverse needs of my patients and employing teaching techniques that promote active participation and engagement. By doing so, I aim to enhance patient knowledge and confidence, resulting in improved self-management and reduced hospital readmissions.

### Identifying Problems in Practice

To create an effective teaching project, it is essential to identify relevant problems within the healthcare setting. Based on my observations, I have identified two critical issues: (1) Increased hospital readmissions in patients with diabetes, and (2) Limited understanding of advanced directives and medical power of attorney among patients and their families.

#### Problem 1: Increased Hospital Readmissions in Patients with Diabetes

The gap between expected outcomes and existing conditions is evident in the high rates of hospitalization among diabetic patients. Studies indicate that improper management of diabetes significantly contributes to complications such as heart disease, kidney failure, and other chronic health issues (Fowler, 2019). This gap suggests that patients may not be receiving adequate education or resources necessary for effective self-management.

Teaching may be a solution to this problem as it can provide patients with relevant knowledge regarding their condition, promote effective self-care strategies, and enhance their overall understanding of diabetes management (Powers et al., 2018). One possible obstacle for learners receiving instruction in a group setting is the diverse range of literacy levels and learning preferences. This variability may hinder effective communication and understanding. A potential barrier for me as the instructor is ensuring that the educational content is engaging and comprehensive enough to address these diverse needs.

#### Problem 2: Limited Understanding of Advanced Directives and Medical Power of Attorney

The second identified problem reveals a significant lack of understanding surrounding advanced directives and the medical power of attorney among patients and their families. The expected condition is that patients have clear knowledge of their rights to make health care decisions, yet many do not understand these concepts (White et al., 2020). Teaching can empower patients by providing them with critical information regarding their options, thereby facilitating informed decision-making during healthcare crises.

Like the first problem, one major obstacle for learners is cognitive overload when confronted with complex legal language and healthcare policies. As the designer and provider of instruction, a barrier I foresee is the challenge of making the materials accessible and relatable to patients without oversight from legal professionals.

### Conclusion

The integration of the AADE Standards of Practice and Performance into nursing practice is pivotal for improving patient outcomes in diabetes education and management. By addressing the identified problems and employing effective teaching strategies, nurses can play a crucial role in fostering better knowledge, adherence, and ultimately, health among their patients. As I move forward with my teaching project, I will apply the insights gained from both the standards and the needs assessment to create a tailored intervention that meets the diverse needs of my patients.

References

  • AADE. (2018). AADE7 Self-Care Behaviors. American Association of Diabetes Educators.
  • American Diabetes Association. (2020). Standards of Medical Care in Diabetes—2020. Diabetes Care, 43(Supplement 1), S1-S212.
  • Fowler, M. J. (2019). Microvascular and Macrovascular Complications of Diabetes. Clinical Diabetes, 37(5), 303-309.
  • Powers, M. A., Bardsley, J., Cypress, M., et al. (2018). Diabetes Self-Management Education and Support in Type 2 Diabetes: A Joint Position Statement of the American Diabetes Association, American Association of Diabetes Educators, and the Academy of Nutrition and Dietetics. Diabetes Care, 41(5), 1-20.
  • White, K. J., et al. (2020). Patient Understanding of Advance Directives: Implications for Nursing Practice. Journal of Nursing Management, 28(7), 1554–1560.

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