Teaching Plan for Npo Patient
Teaching plan
1
Running head: Teaching plan for NPO patient
Teaching plan for NPO patient
Dona Hubbard
Hampton University
NUR-327-01-F07
Georgiana Bougher and Brenda Rhea
November 3, 2007
Teaching plan
2
The purpose of a teaching plan is to educate a patient about treatment, medications, diet, or any procedure that pertains to their care. If the client is educated then there is a better chance that they will be compliant with the instructions for their care. The nurse gathers subjective and objective information about the patient utilizing patient assessment. The nurse then uses this information to assess if there are any limitations to learning. The learning objectives are taught using affective, cognitive, or psychomotor skills. Goals are set and the nurse forms a teaching plan directed at helping the patient reach those goals (Redman 2001). A teaching plan consists of goals, content, teaching learning activities, time allotment, and evaluation. Goals should be met by the end of the lesson and evaluation by the nurse will determine if teaching needs to be reinforced (Redman 2001). When the nurse is planning goals, they should take into consideration, any limitations concerning affective, cognitive, or psychomotor skills (London 1999). Cognitive or intellectual skills require knowing, thinking and remembering (Redman 2001). It is helpful for the nurse to ask: What is the patient's reading level. What is the patient's highest level of education completed? Can he understand English? If not, what language(s), does he speak? Is he oriented to time, place, and person? How is the patient's memory? How will the patient's intellectual abilities affect his ability to learn, understand, apply new information, and recall it later (Redman 2001)? Is he too sick or distressed to learn at this time? Psychomotor skills are physical skills, which require integrating both mental and muscular activity (Redman 2001). It's helpful for the
1
Running head: Teaching plan for NPO patient
Teaching plan for NPO patient
Dona Hubbard
Hampton University
NUR-327-01-F07
Georgiana Bougher and Brenda Rhea
November 3, 2007
Teaching plan
2
The purpose of a teaching plan is to educate a patient about treatment, medications, diet, or any procedure that pertains to their care. If the client is educated then there is a better chance that they will be compliant with the instructions for their care. The nurse gathers subjective and objective information about the patient utilizing patient assessment. The nurse then uses this information to assess if there are any limitations to learning. The learning objectives are taught using affective, cognitive, or psychomotor skills. Goals are set and the nurse forms a teaching plan directed at helping the patient reach those goals (Redman 2001). A teaching plan consists of goals, content, teaching learning activities, time allotment, and evaluation. Goals should be met by the end of the lesson and evaluation by the nurse will determine if teaching needs to be reinforced (Redman 2001). When the nurse is planning goals, they should take into consideration, any limitations concerning affective, cognitive, or psychomotor skills (London 1999). Cognitive or intellectual skills require knowing, thinking and remembering (Redman 2001). It is helpful for the nurse to ask: What is the patient's reading level. What is the patient's highest level of education completed? Can he understand English? If not, what language(s), does he speak? Is he oriented to time, place, and person? How is the patient's memory? How will the patient's intellectual abilities affect his ability to learn, understand, apply new information, and recall it later (Redman 2001)? Is he too sick or distressed to learn at this time? Psychomotor skills are physical skills, which require integrating both mental and muscular activity (Redman 2001). It's helpful for the
References: AORN, AORN Guidance Statement: Preoperative patient care in the ambulatory surgery setting, Volume 81, Issue 4, April 2005, Pages 871-878 Lawrence, Peter F., Richard M. Bell, and Merril T. Dayton, eds. Essentials of general surgery, 3rd ed. Philadelphia, PA: Lippincott, Williams & Wilkins, 2000. London, E: No Time to Teach? A Nurses guide to patient and family education. Philadelphia, Pa., Lippincott Williams & Wilkins, 1999. Redman, B.: The Process of patient education, 9th edition. St. Louis, Mo., Mosby, 2001. http://www.corexcel.com/courses3/body_anesthesia_page2.htm, website accessed Nov 3, 2007.