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NFDN1002 Teaching Plan Assignment

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NFDN1002 Teaching Plan Assignment

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NFDN1002 Teaching Plan Assignment

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Course Code: NFDN1002
University: Norquest College is not sponsored or endorsed by this college or university

Country: Canada


This assignment provides the opportunity for the student to identify a client’s health education learning needs and create a teaching plan that meets the identified needs.
This assignment assesses the following General Learning Outcomes:

Integrate the nursing metaparadigm, nursing theory, and related knowledge into professional nursing care
Apply principles of teaching and learning to basic nursing care and to client teaching
Demonstrate reflective practice for personal and professional growth and continued competence
Examine research findings that support evidence of informed practice in the delivery of basic nursing care

Complete the Teaching Plan Form as outlined below:

Assess the client from the scenario using the concepts from the nursing metaparadigm (health, client, environment, nursing and social justice)
Literature support is required

Identifying Client Learning Needs:

Identify two learning needs for the client and include rationale.
Identify at least two client barriers that might affect the teaching/learning process with rationale.
From the two identified learning needs choose one priority learning need and write one SMART goal that applies to this priority learning need.

This part of the assignment utilizes reflective practice to ensure continued professional growth in nursing. The reflection needs to incorporate the following components:
? Identify and discuss at least two reasons why patient teaching is important in the care of your client.
? Identify and discuss two strengths and two weaknesses of using a teaching plan.
? Discuss the personal application (benefits) of developing teaching plans and how teaching plans will benefit future practice.


Our client has a history of type 2 diabetes. This form of diabetes has an adult onset and it is usually a life time condition which is manageable by use of blood sugar regulating agents and insulin therapy which is the mainstay treatment for this condition. There are many complications associated with this condition, such retinopathy, neuropathy, congestive cardiac failure and most of the patients diagnosed with diabetes end up acquiring hypertension which is a risk factor.
Health education is the most important element of controlling diabetes. It is important because diabetes is not only controlled through pharmaceutic agents only but therapy is coupled up with lifestyle changes, such as incorporation of a healthy diet, exercise regimen and daily blood sugar checks (Association., 2015). The client needs to be taught about lifestyle changes and its importance in the management of diabetes. The client also needs to understand the complications they are likely to encounter if their blood sugar levels are not well maintained within the normal ranges. It is important for the nurse to come up with a teaching plan, one that will suit the client’s needs because every client is unique in their own way.
The teaching plan 
Assessment of client
Our client Mr Akal is 84 years old and lives in a community care center. He is a known diabetic patient and he is blind as a result of glaucoma. Health wise Mr. Akal is not healthy, because he is presenting with fasting blood sugars of 11mm0l and a recent read of 13mmols. This is an indication that his blood sugars levels are not well maintained. A rise in the blood sugar levels can result from infections, emotional stress, lack of exercise, inability to control insulin too much carbohydrate intake and lack of exercise. Our client also has frequent urination which has led to urinary incontinence. The high blood sugar levels may have caused the frequent urination, pathologic conditions of the renal system may have precipitated the frequent urination, also old age plays a role because of the muscle weaknesses associated with age. Some medication and anxiety can also cause frequent urination, which causes urinary incontinence if not controlled (Wagg, 2015).
Socially Mr Akal is widowed, and has one daughter who visits frequently, apart from the daughter, health care providers and other clients at the community care center, there is no documentation of other visitors for Mr. Akal. This can cause episodes of emotional stress because social interaction is a basic human necessity. With his age and blindness Mr. Akal is not able to administer medications or perform other activities of daily living, therefore he depends on the nurses for help with such activities (Macinko, 2015). He is surrounded by other old people who also have needs of their own and with different personalities (Kawabata, 2017)
Identifying the client’s needs 
Our client needs social and moral support. He needs to feel loved and valued. The daughter should be given health education about her father’s health state and the importance of taking measures that regulate blood sugars (Gautam, 2015). Our client is aged therefore exercise should be tolerable, he is also bling which makes it impossible for him to exercise alone without supervision. His diabetes also makes the situation more complicated, because he has to be under supervision to help regulate his blood sugar levels and ensure his safety.
As a result of the urinary incontinence, our client needs an indwelling catheter, this will help promote hygiene, prevent pressure sore formation especially at night. The urinary catheter will also help in measuring input and output and screening for any renal system pathologies that may have caused the incontinence such as infections (Maeda, 2016).
His age and blindness are the major barriers that will affect the treatment process for our client. Because of his blindness Mr. Akal cannot see and regulate his meals, he also cannot administer his blood sugar lowering agents. He fully depends on the nurses to administer his medication and provide his meals. His blindness also restricts him from much activity because he needs supervision when engaging in any activity (Lewis, 2016).
 Age also acts as a barrier, because as a person ages all the physiologic processes slows down. His basal metabolic rate goes down, his muscles weakens, and his gastric motility goes down. As a result of the slowed gastric motility food digestion also goes down and he may get fed when his blood sugars are still high from the previous meal, which results to poor glycemic control.
The priority need 
  Mr. Akal’s priority need at the moment is identifying the cause of the urinary incontinence and controlling it. Therefore, he needs health education on the next action which is catheterization.
The SMART goal
The main goal to help control the incontinence is ensuring that our client understands the need for catheterization and an indwelling catheter is inserted. He also needs to understand the possible complications of the catheter and measure to take to prevent the complications.
The cognitive domain is the main priority that best suits my goal (NUCCI, 2014). The client will be able to state what he is feeling regarding the new developments about his health, he will communicate his feelings towards the long-term catheterization and he will be able to voice his needs and communicate with others. For instance, when exercising he will be able to identify and state when he is exhausted, and he will be able to understand the complications of catheterization and verbalize any discomfort with the catheter.
Planning and implementation of the teaching strategies 
Content of the teaching plan 
The teaching plan will contain; the introduction to catheterization, the importance of catheterization, the type of catheterization, precautions during the procedure and after care for catheterization.
Teaching methods and resources 
The teaching methods to be used will be the discussion method. Mr Akal is blind however much he would benefit from a demonstration it is impossible to do it, therefore, the nurse will hold a detailed discussion with Mr. Akal and his daughter, the nurse will describe the catheter and the catheterization process ensuring that our client understand every bit of the discussion.
Evaluation of learning 
To evaluate if learning has taken place the client will be able to answer questions pertaining the catheterization process and explain what will happen during the process. He will be able to verbalize the complications and importance of catheterization both as a therapeutic and diagnostic strategy (John, 2018).
Reflection of the teaching process
Importance of patient teaching 
Patient teaching is an important aspect of providing patient care because it enables the patient to be more knowledgeable about their condition (Schub, 2016). The patient will understand the complications of their condition, the prognosis and other pathologies that may be associated with their condition.
Patient teaching is also important in ensuring person centered care is provided to the patient according to their specific needs. Clients and their families have different needs, these needs are known through patient teaching because it will encourage trustworthy relationships between the care provider and the client, thus providing quality care.
Weaknesses and strength of teaching plan 
A teaching plan has both weaknesses and strengths. The weaknesses are it is time consuming because the care provider has to prepare the teaching session according to the patient’s unique needs. Patient teaching is also not applicable to all patients, patients who are unconscious may not benefit from it because of their inability to listen and respond to social interaction. The strengths of the teaching plan are it is very effective in delivering information and it is also dynamic because there is a wide range of teaching methods to be used (Lewis, 2016).
Patient teaching is the cornerstone of patient care because it enables clients to make informed choices about the course of treatment. It is important to provide patient teaching for every procedure that is to be performed to the patient. This strategy makes the patient more knowledgeable about their condition especially patients suffering from chronic conditions such as type 2 diabetes.
Association., A. D. (2015). Standards of medical care in diabetes—2015 abridged for primary care providers. Clinical diabetes:. a publication of the American Diabetes Association,, 33(2), 97.
Gautam, A. B. (2015). Diabetes related health knowledge, attitude and practice among diabetic patients in Nepal. BMC endocrine disorders,, 15(1), 25.
John, G. P. (2018). Urinary incontinence and indwelling urinary catheters as predictors of death after new-onset stroke: a report of the south London stroke register. Journal of Stroke and Cerebrovascular Diseases,, 27(1), 118-124.
Kawabata, N. M. (2017). Influence of interaction among the elderly through amusement on their physiological function: One-month introduction at a day care service center for the elderly. Asian Journal of Occupational Therapy, 13(1), 23-30.
Lewis, S. L. (2016). Medical-Surgical Nursing-E-Book: Assessment and Management of Clinical Problems, Single Volume. Elsevier Health Sciences.
Macinko, J. &. (2015). Brazil’s family health strategy—delivering community-based primary care in a universal health system. New England Journal of Medicine,, 372(23), 2177-2181.
Maeda, T. B. (2016). Investigation into the causes of indwelling urethral catheter implementation and its effects on clinical outcomes and health care resources among dementia patients with pneumonia: A retrospective cohort study. Medicine, 95(35).
NUCCI, L. R. (2014). Social cognitive domain theory and moral education. In Handbook of moral and character education. Routledge.
Schub, T. E. (2016). Patient Education: Teaching the Postoperative Patient about Total Hip Arthroplasty. 
Wagg, A. G.?H. (2015). Urinary incontinence in frail elderly persons: Report from the 5th International Consultation on Incontinence. Neurourology and urodynamics,, 34(5), 398-406.

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