Discharge Teaching Case Study
A discharge teaching plan is classified as a tool created for the patient’s specific discharge needs when looking at both their strengths and deficits holistically (Berman & Snyder, 2012). Specifically, it incorporates education and instruction in terms of levels of wellness, decreasing risk factors, and overall participating in preventative measures.
The plan of this paper is to assess what the patient knows/thinks he knows about his condition, determine if he has any barriers to learning, and analyze his willingness/motivational level to overall learn.
Client Diagnosis and Educational Needs
The patient participating in this discharge teaching plan is T.Y. T.Y. is a 90-year-old male diagnosed with pneumonia. His co-morbidities include a history …show more content…
is a 90-year-old male; alert, orientated to person, time, place, and situation. However, he is anxious and having episodes of extreme panic/distress- which may overall interfere with his attention span during the teaching session when learning about his medication and recovery plan. Additionally, one of the major sensory impairments he is facing that may also inhibit his learning abilities include his worsening hearing issues. Without a doubt, this may pose a challenge for T.Y. if he is unable to hear and thus decipher the information which is being taught to him.
To overcome his episodes of extreme panic/distress, it would be imperative for T.Y. to participate in some forms of nonpharmacological approaches for controlling his anxiety such as the use of distraction techniques, relaxation breathing, listening to music, and watching television.
In order to overcome his sensory loss of hearing, which is not an abnormal loss for older individuals, T.Y. must be spoken to in a way which he will be hear even with his impairment. For example, this includes speaking with reduced background noise, adequate lighting, clearly and at a normal volume/rate, and ultimately- using written communication if need …show more content…
(2015). Kozier & Erb's Fundamentals of nursing. Upper Saddle River, New Jersey: Pearson Education, Inc.
Appendix A: Teaching Plan
Objectives
Content
Teaching Methods
The patient will be able to verbalize in layman’s terms what his antibiotic does.
I. Action of tetracycline
A. Stops bacteria from forming in the lungs
B. Has properties which kill out the bad bacteria that cause pneumonia as a whole
I. Discuss the action of tetracycline
II. Provide written handout about tetracycline
III. Allow the patient to process information and ask any questions he may have
IV. Ask the patient to directly verbalize in his own words what the antibiotic does and why he needs it
The patient will be able to teach back 2 side effects of his antibiotic therapy.
I. Side effects of tetracycline:
A. Dizziness
B. Nausea/Vomiting
C. Diarrhea
I. Discuss the side effects of tetracycline
II. Provide written handout about tetracycline
III. Ask the patient to teach back 2 side effects of his antibiotic therapy
The patient will be able to teach back at least 1 recovery mechanisms taught to him.
I. Recovery mechanisms in pneumonia
A. Turn/cough/deep breath every two hours
B. Use the incentive spirometer at least once every
The plan of this paper is to assess what the patient knows/thinks he knows about his condition, determine if he has any barriers to learning, and analyze his willingness/motivational level to overall learn.
Client Diagnosis and Educational Needs
The patient participating in this discharge teaching plan is T.Y. T.Y. is a 90-year-old male diagnosed with pneumonia. His co-morbidities include a history …show more content…
is a 90-year-old male; alert, orientated to person, time, place, and situation. However, he is anxious and having episodes of extreme panic/distress- which may overall interfere with his attention span during the teaching session when learning about his medication and recovery plan. Additionally, one of the major sensory impairments he is facing that may also inhibit his learning abilities include his worsening hearing issues. Without a doubt, this may pose a challenge for T.Y. if he is unable to hear and thus decipher the information which is being taught to him.
To overcome his episodes of extreme panic/distress, it would be imperative for T.Y. to participate in some forms of nonpharmacological approaches for controlling his anxiety such as the use of distraction techniques, relaxation breathing, listening to music, and watching television.
In order to overcome his sensory loss of hearing, which is not an abnormal loss for older individuals, T.Y. must be spoken to in a way which he will be hear even with his impairment. For example, this includes speaking with reduced background noise, adequate lighting, clearly and at a normal volume/rate, and ultimately- using written communication if need …show more content…
(2015). Kozier & Erb's Fundamentals of nursing. Upper Saddle River, New Jersey: Pearson Education, Inc.
Appendix A: Teaching Plan
Objectives
Content
Teaching Methods
The patient will be able to verbalize in layman’s terms what his antibiotic does.
I. Action of tetracycline
A. Stops bacteria from forming in the lungs
B. Has properties which kill out the bad bacteria that cause pneumonia as a whole
I. Discuss the action of tetracycline
II. Provide written handout about tetracycline
III. Allow the patient to process information and ask any questions he may have
IV. Ask the patient to directly verbalize in his own words what the antibiotic does and why he needs it
The patient will be able to teach back 2 side effects of his antibiotic therapy.
I. Side effects of tetracycline:
A. Dizziness
B. Nausea/Vomiting
C. Diarrhea
I. Discuss the side effects of tetracycline
II. Provide written handout about tetracycline
III. Ask the patient to teach back 2 side effects of his antibiotic therapy
The patient will be able to teach back at least 1 recovery mechanisms taught to him.
I. Recovery mechanisms in pneumonia
A. Turn/cough/deep breath every two hours
B. Use the incentive spirometer at least once every