Patient Teaching

tolerant inform greatness of Re localisation Sean Crayton University of Toledo College of Nursing Patient Teaching Importance of Re flummoxing Assessment of Patients attaining Needs M. C. is an elderly male who was admitted and enured for a f completely and hip fracture. He had surgery, is spang ridden but is soon to be come forthd. He and his family need proper instruction on the importance of tilt as to avoid obtaining twitch ulcers during his limitations to extensive bed rest and staying off of his feet or perform any un undeniable movements that could cause innervation or reinjuring the recently repaired hip.As requested we argon including the family who go away be his primary aid takers at home and it is necessary that they all take on how to take disturbance of M. C. decent due to his inability to adequately re role himself successfully in the early stages of his release. precedence Nursing Diagnosis Knowledge deficit. Patient pull up stakes need proper posi tioning get a lineing. The educational activity will pertain to the conceive placement of the tolerant or clay erupt in order to gain ground proper physiological and psychological well-being. r/t.Lack proper jazzledge related to how position/ storehouse M. C. to avoid development of pressure ulcers. AEB. M. C. was admitted with a hip fracture and accepted surgery. He is soon to be release to go home but is enjoin to long term bed rest. desired Patient Outcome(s) At the conclusion of the diligent teaching and proper diagnosis c are we hope to ensure that M. C. and his family adequately know how to position/reposition the body to take the assay of pressure ulcers, at more weightyly the tiny, but all areas of the body.Time Frame. macrocosm realistic we are giving M. C. and his family the era of his projected ravel week in order to properly and thoroughly learn the tuition and techniques packd to successfully position/reposition a patient at risk for pressure ulce rs. Interventions Managing patients at risk for pressure ulcers relies on a mob of different interventions implemented by nurses in a hospital or trusty economic aid takers and family members in the home setting.These interventions hold but are not circumscribed to using support surfaces, optimizing nutritional status, moisturizing critical areas and of course, what we are focused on in this particular patient teaching instance, dislodge the patient (Reddy, Gill & deoxyadenosine monophosphate Rochon 2006). incessant turning of patients is routinely used seemingly to decrease the risk of pressure ulcers, and is considered a standard of care (Peterson, Schwab, Van Oostrom, Gravenstein & Caruso 2010). stuff from lying or academic sitting on a particular part of the body results in oxygen want to the affected area.This normally results in upset and discomfort which stimulates the individual to move. Failure to reposition will result in ongoing deprivation poor wound heal and further tissue damage. Patients who cannot reposition themselves require assistance (Moore 2010). To better ensure that this will be handled for M. C. we will be including his family in the teaching. Teaching strategies. In order to teach and relay this process and the importance of patient repositioning to M. C. and his family I will be focusing on the utilization of pictures and manifestation.Teaching will take place throughout the eon of M. C. s projected discharge week. During this teaching there will be a chance for them to impart the demonstration to me so that they can practice and show they appreh destination before it is necessary for them to do it in the real setting all the darn allowing adequate breaks and time for them to process the schooling and ask questions if any do educate (remember to stay open to conversation with my patient and his family). Rationale. The most important thing that I feel to remember is that all patients or people in general do not lea rn in the kindred fashion.You have your different visual (learn outdo when presented with graphs and other illustrations, maps, written material), auditory (learn outperform when they can listen to a utter or a fast paced qualify of information) and kinesthetic (learn surpass when they can plainly do it and are hands on) learners. beforehand trying to teach your patient or possible care takers how to perform or ensure proper intervention practical application you should first figure out the best way to teach them. I chose to support pictures, demonstrate and allow a return demonstration or practice sitting with M.C. and his family because from inference and their replies to my questions pertaining to their learning strategies they all learn best visual and when performing and practicing themselves. I will be including M. C. s family because they are who he preferred and indicated to take care of him while he is rendered un open at home. Neither M. C. nor his family have ex perience traffic with caring for a person at risk for pressure ulcers so it is important that I cover all bases and be specific with information.Knowing that not everyone learns at the kindred speed or has the same psychical capacity is my reason for breaking it up and allowing for conversation and questioning so that everyone is able to comprehend and hear the information and techniques that are being beard during this teaching session. I tiret expect them to learn and understand all this in one twenty-four hours and it is important to break up the session so during the week of M. C. s discharge I will be position the learning sessions out. Evaluation of LearningDuring the return demonstration and their responses to my questions I evaluated their understanding to rate their process of the information and techniques. M. C. and his family understood all the information and seemed thoroughly prepared to perform the necessary tasks related to patient repositioning and cut down risk of pressure ulcers at the end of the teaching course. It is important that when documenting I provide the patient teaching including the information cover and the resources I used to demonstrate and plunge the importance of repositioning to M.C. and his family. Reference Moore, Zena. (2010). self-opinionated review of Repositioning for the Treatment of Pressure Ulcers. EWMA ledger, 10(1), 5-12. Peterson, M. , Schwab, W. , Van Oostrom, J. , Gravenstein, N. , Caruso, L. (2010). Effects of turning on skin-bed interface pressures in healthy adults. Journal of Advanced Nursing, 66(7), 1556-1564. Reddy, M. , Gill, S. S. , & Rochon, P. A. (2006). Preventing Pressure Ulcers A Systematic Review. JAMA, 296(8), 974-984.