Presentation Juvenile Diabetes (Type I) Impact of Juvenile Diabetes During Childhood and Adulthood • Will affect every aspect of a child ’s and adult’s life‚ with multiple lifestyle changes such as blood sugar checks‚ insulin administration‚ diet modifications‚ and daily exercise. • If blood sugar is not controlled (either too high or too low) it will have an effect on how a patient feels each day. • Because the body doesn’t produce any insulin (insulin dependence)‚ juvenile diabetes will continue into
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[Type the company name] | NUR3003 | Peer Teaching Plan | | [Type the author name] | 2/3/2013 | | Teaching Plan for Basic Life Support for 1st Year Monash Nursing Students The aim of a planned teaching guide is to enable the teacher to have a concise lesson plan and objectives for in which to teach BLS to the students. The target audience is 1st year nursing students‚ who may or may not have any previous experience with BLS; it
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Nursing Management of Patient with Type 2 Diabetes Mellitus and Anxiety A.C. is a 41 year old female‚ with a medical history of diabetes mellitus type II (T2DM)‚ anxiety‚ hypertension (HTN)‚ cerebrovascular disease (CVD)‚ end stage renal disease (ESRD)‚ bacteremia‚ diabetic gastroparesis‚ and methicillin-resistant Staphylococcus aureus (MRSA)‚ who was admitted to the hospital for a fever. The patient is allergic to penicillin and Regland6e. The patient had a transesophageal echocardiogram (TEE)
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Teaching Plan for the Patient with LeFort Colpocleisis Addressing the learning needs of patients is a major responsibility for nurses. Through teaching plans‚ nurses can help patients and their families have a safe experience and prevent possible complications. Each patient needs an individualized and comprehensive teaching plan. Nurses must anticipate goals and barriers‚ identify the subjects they will teach‚ the methods they will use to teach‚ and assess their readiness to learn. In addition‚ nurses
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NURSING PROCESS TEACHING CARE PLAN SUPPORTIVE DATA ---------------------------- Subjective: Pt states “my pain is still at 8/10‚ is my medication working?” Objective: 1. DX-UTI & possible urosepsis‚ Hip Fracture and fall during not a candidate for surgery‚ CHF 2.Buck’s traction applied 3. Assessment: Limited mobility‚ SOB
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Assessment |Nursing Diagnosis |Analysis |Goals and Objectives |Interventions |Rationale |Evaluation | | Subjective: “kala ko nung una dahil sa kinain kong pinya‚ pero imposible naman iyon. Kasi hindi naman sumakin tiyan ng mga kasama ko” | Knowledge deficient related to unfamiliarity with information resources | A deficit in knowledge is commonly experienced by individuals coping with new medical diagnosis varied pharmacological and treatment regimens‚ unfamiliar and often complex problems
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NURSING CARE PLAN ASSESSMENT SUBJECTIVE: “Bakit kaya madalas ako mahilo?” (Why do I always feel dizzy?) as verbalized by the patient. OBJECTIVE: ♦ Request for information. ♦ Agitated behavior ♦ Inaccurate follow through of instructions. ♦ V/S taken as follows: T: 37.2 P: 84 R: 18 BP: 180/110 DIAGNOSIS ♦ Risk for prone behavior related to lack of knowledge about the disease INFERENCE ♦ High blood pressure (HBP) or hypertension means high pressure (tension) in the arteries. Arteries are vessels
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Developing Implementation Plan According to Hill and Wee‚ 2012. Fall in the hospital among adult patients is a big problem for the health care sector‚ especially the nursing profession. Cognitive impairment‚ medically –induced immobility‚ past medical fall history‚ weak muscle and certain group of medications like psychotropic/benzodiazepines‚ are some factors that have been noted to be responsible for elderly patients vulnerability to falls. Educating the patients at risk for falls‚ lowering/stopping
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CLINICAL TEACHING PLAN Name: Course and Year: BSN 3-A Class Schedule: Monday‚ Tuesday & Wednesday Instructor: Date of Submission: Oct. ‚ 2011 A) Description of Learners The learners are BSN Level 3 students. The average age range is from 18- 20 years old‚ single and full- time students. Enrolled and registered in the said college school. The new curriculum requires them to
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Months & Seasons Vocabulary Games Match the names of the celebrations/ holidays with the months that they take place in. January February March April May June July August September October November December Mother’s Day International Children’s Day US Independence Day Christmas’s Eve Halloween Mid Fall Festival Vietnam Teacher’s Day International Women’s Day International Lefthanders’ Day Valentine’s Day New Year’s Eve April’s Fool Now discuss with your partners what people often do during those holidays
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