The nurse practitioner model creates enhanced patient-nurse relationships, which provide both self-care education and cancelling within the context of disease state management. The nurse teacher for a diabetic person needs to assess the patient’s needs, predict the expected outcomes from the teaching, and develop intervention plans based on a suitable nursing theory. Patient Assessment Albert Boyle is a 69-year-old man with five-year history of type 2 diabetes (Spollett, 2003). The doctors diagnosed Joseph’s condition in the year 1997. Two years prior to diabetes type 2 diagnoses, Albert Boyle had symptoms indicating hyperglycemia. Albert’s fasting blood glucose ranged between 118-127 mg/dl (Spollett, 2003). The doctors advised Albert to lose at least 10 lb of his weight, but he did not take any action. The family physician referred Albert Boyle the diabetes specialty clinic where he reported recent weight gain, foot pain, and suboptimal diabetes control. Albert’s attempts to lose weight through increased exercises were not successful. Albert takes 10 mg of atorvastatin daily for hypercholesterolemia (Spollett, 2003). He took gymnema sylvestre, pancrease elixir and chromium picolinate with an attempt to improve his diabetic condition; however, he stopped these supplements because he did not see any improvements (Spollett, 2003). Albert Boyle does not test the levels of his blood glucose at home because he does not belief that this condition would help him improve his diabetes control. Albert questions the benefits of knowing the numbers since after all the doctor is already aware that the sugar level is high. Albert Boyle does not have knowledge of diabetes self-care management, and expresses that he is worried about what causes his diabetic condition since he does not eat sugar. Albert has been physically active by playing golf once in a week and gardening; however, he has reduced more than 3 lb of weight (Spollett, 2003). Albert has neither consulted a dietician nor been instructed in self-monitoring of blood glucose. Defining Characteristics Albert Boyle has a misconception about the approaches to improve his health status. He does not believe that knowing his health status can help him manage his diabetes control. Albert argues that there is no need of him of knowing his blood-sugar level; he claims that the doctors already know that the level of sugar in his body is high. Another characteristic of Albert Boyle is that he does not demonstrate self-care skills concerning his diabetic controls. Albert is not aware of the critical skills that are required to control his blood sugar. Albert does not believe that he is diabetic. This is evidenced by the fact that he questions the source of the condition, and he does not eat sugar. Albert is ignorant that direct intake of sugar does not cause diabetes. Diabetes results from two factors: when the pancreas fails to produce insulin, and when the cells fail to respond to the insulin that is produced (Boswell, 2007). This leads to accumulation of blood sugar in the body. Related Factors Patients with diabetic conditions have extremely comprehensive learning needs. The diabetic patients’ needs focus on informing them proper measures of managing their sugar levels and preventing their diabetic condition
Teaching Plan Name Institution Teaching Plan Introduction The specialized role of nursing in educating diabetic patients began approximately thirty years ago (Boswell, 2007). Exposure of patients to relevant education about their health enables them to make accurate decisions regarding their health behaviors…
Policies have been made in order to respond to the significantly changing needs of the students in so far as education is concerned. The Individuals with Disabilities Act (IDEA) promoted equality in education by promoting inclusiveness in the classroom - children with disabilities are placed in general education classroom settings.
He has attempted suicide twice in the past, but when questioned he denies harboring any suicidal ideas or thoughts this time. In addition to this, he has a history of Type II Diabetes that he normally controls by using oral medications. He explains that he regularly monitors his blood glucose at home and for the past month it has fallen in the 200mg/dl range.
There is a provision by the American Nursing Association of a template of education on creating awareness of overall health and wellness through diet, exercise and stress reduction strategies among women of age group 30 to 50 years. These are standards, tips, guidelines and myriads that help women better their health and wellness (Sanchez, S.
Research in the past decade has explored the various facets of this issue, and the possible solutions to resolve this Gordian knot. In the light of the reported implication, this paper provides an implementation plan to hedge the causal factors of this problem, so as to have a better humane world.
Staffing plan refers to the outline of staffing requirements within an organization. It depicts the staff need and the respective assignment of tasks. Staffing pan reflects the outlook of the company after attendance to all the critical functions.
The spread of HIV/AIDS in the 21st century has led to increased concentration of nurse teachers on educating people about the causes and effects of HIV/AIDS infections (Prater, 2011). The nurses have produced varieties of materials, which provide excellent starting points when educating people.
The methods, variables, and tools needed in order to carry out this purpose will be discussed in the next two sections.
A survey of staff attitudes and contributors to job satisfaction and dissatisfaction before and after
Moreover, personal accessories should be left outside the laboratory, as they are not allowed during this nursing lesson. Above all, students are expected to observe the laid down laboratory rules at all times.
The nursing students will meet in the nursing lounge so
why young adults get stressed include unemployment, the transition to self dependence, drug addiction, relationship problems and students who are on the verge of facing a major exam (Kottler & Chen, 2012). This document develops a teaching plan for students in young adults both
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