Patient Educational Plan for Larry Garcia - Term Paper Example

?PATIENT EDUCATIONAL PLAN FOR LARRY GARCIA Introduction A closer review of the comments of the patient during the interaction shows his lack of adequate knowledge about the disease in question, which is high blood pressure. The patient has displayed gaps in his education regarding the disease; he has shown clear signs that he is not bothered about the disease though he may want to control it. Indeed, this could be attributed to the fact that the patient does not know the risk involved in the diagnosis of high blood pressure or in belonging to a family with that disease history. It is due to the lack of education regarding the risk that the patient avoids exercising and checking up regularly; he explains that his works prevents him from doing this. The determination of interventional ways to fill the education gaps is, therefore, timely and necessary in protecting the health of the patient from further deterioration. For patients to have a sense of personal belonging to any health or disease interventions prepared for them, it is important to directly involve them. For this reason, the patient’s educational plan is prescribed that spells out specific roles to be played by both the patient and practitioner. An introduction to the disease process High blood pressure is one of the vascular regulatory system related diseases that proceeds in a manner that “the mechanisms that usually control arterial pressure within a certain (normal) range are altered” (Medi-Info, 2012). Medically, what this means is that there is a misplacement of the correct means by which arterial pressure is expected to function. Due to this misplacement, the arterial pressure is often identified to be operating out of range. The mechanisms responsible for controlling the arterial pressure are diverse and interrelated in function (Wierbicky, 2008). Some of these include but are not limited to the central nervous system, extracellular volume and renal pressor system (Medi-Info, 2012). In their regular condition, these three key mechanisms are expected to function correctly, and so an out-of-range functioning of the arterial pressure is not expected. However, certain factors normally create distortions in the working process and thus hinder the normal functioning of the mechanisms. The subsequent reaction to such displaced function is that there will be “increased cardiac output and increased peripheral resistance” (Medi-Info, 2012). As this becomes uncontrolled at an early stage, there is the elevation of the arterial pressure, which subsequently reduces cerebral perfusion and cerebral oxygen supply by greater proportion (Selius & Subedi, 2008). As the process leads on, there will be an eventual decrease in the blood flow to the kidneys with oxygenation of the kidney also affected because of an increase of myocardial workload (Medi-Info, 2012). Age and developmental issues The education plan for the patient considerably emphasizes age and development issues. This is because age and development have been identified as some of the worst risk factors associated with high blood pressures (Mayo Clinic, 2012). Since the age and development processes of the patient cannot be controlled or stopped in any way, the approach to be taken is to identify with the patient how age and development increase the risk of high blood pressure. Such an education would create an awareness of ‘no escape’ and, therefore, of ‘prevention’ as the only solution. This is to say that when the patient is educated concerning the fact that his growing age will increase his risk of contracting high blood pressure and that there is nothing he can do about the fact, he will take preventive measures seriously. The following reasons will be given to the patient as to why his age and development will increase the chances of getting high blood pressure: the fact that there is generally less activeness in the body as a result of ageing; hardening of the arteries; decrease in the functioning of the kidney; body’ refusal to process salt eaten; and the fact that the body becomes more sensitive to salt (Stibich, 2007). Effects on the quality of life It is important to create the awareness that the present medical condition of the patient, which is high blood pressure, will affect the quality of his life in a number of ways. This does not, however, mean a sense of hopelessness, for the patient is to be assured of healthy lifestyle and healthy living (National Health And Medical Research Council, 1995). One of the major effects on the quality of life that the patient ought to be made aware of is the fact that there may be damage to the arteries due to their narrowing. This situation could actually lead to the development of arteriosclerosis (Moy & Wein, 2007). The heart could also be damaged and affect the patient’s quality of life. In the event of the affected heart, some of the resulting consequences could include enlarged left heart and coronary artery disease. There is also probability that the brain can be damaged, with resulting disease risks like stroke, transient ischemic attack, mild cognitive impairment and dementia (Garbutt, 2009). Finally, the kidney may also be damaged, and once this happens, there could be kidney artery aneurysm, kidney failure and glomerulosclerosis. The educational needs of the patient, and plan on how they can be met The need to keep the patient educated and aware of basic issues about high blood pressure has now become more necessary than ever. This is because the single most assuring way to ensure that the patient gains good health is through preventive mechanisms that are based on specific educational needs and provisions. The patient’s educational needs are going to be based on four main areas, and these are briefly discussed below. Diet: Since aging and, for that matter, high blood pressure affect the digestive functioning of the body and increase the risk in high blood pressure patients, it is important that the patient takes a critical look at his diet. Generally, there is a plan to get the patient meet his dietary needs by making him avoid food that increases blood pressure and food that that leads to an increase in weight. A comprehensive dietary plan shall, therefore, be designed. The plan will advocate food such as skim, lean meat, skinless turkey and chicken, low salt, cooked hot cereal, low fat, fruits, vegetables, plain rice, breads and lower salt (Cleveland Clinic, 2012). Exercising: Exercising is important to keep the various cardiovascular organs and other organs concerned with high blood pressure running and active. For this reason, the patient shall be put on a routine exercise plan. Because of the generally lowered quality of life associated with the disease, exercises are not going to be stressing but generally light. The routine will aim at lasting 30 minutes five out of seven days. The exercises shall also focus on arms, legs and shoulders. Rest: Resting will be necessary for revitalizing the body. Based on the medical history, the patient is workaholic and spends less time resting. This lifestyle shall be erased and replaced with one that makes room for enough rest. Most of resting to be prescribed will be centered on night rest as that is the time to achieve the best of sound sleeping (Moy & Wein, 2007). Stress management: any stress can only worsen the patient’s condition. For this reason, stress management policies that are based on social interactivity shall be prescribed for the patient. The patient’s perceived challenges The current perceived challenge of the patient will be how to agree to cut down the amount of work done to make room for the interventional planning, most of which will take the patient out of working hours. Logically, the patient has the tendency of thinking that for him to be in a better position to afford all forms of treatment, he needs to work to make enough money, but this notion will be got rid of through constant counseling. A summary of the process To sum it all, it has to be said that the educational plan is a patient-centered one. There is much prudence in this approach, because once the patient is involved in the process and intervention, he is put in a position to take responsibility for his own health. This responsibility taking is most likely to happen naturally as the patient will become better informed about his health status and the need to put in preventive measures of avoiding the worsening of his current health status. Once such mechanisms such as the need to do regular exercises, practice stress management, rest a lot, and break from work are adhered to, the patient will surely develop a quality life even in the context of the present diagnosis. References Cleveland Clinic (2012). High blood pressure and nutrition. Retrieved from http://my.clevelandclinic.org/disorders/hypertension_high_blood_pressure/hic_high_blood_pressure_and_nutrition.aspx Garbutt, R. B. (2008). Delayed versus immediate urethral catheterization following instillation of local anesthetic gel in men: A randomized, controlled clinical trial. Emergency Medicine Australasia, 20(4), 328–332. Mayo Clinic (2012). High blood pressure (hypertension). Retrieved from http://www.mayoclinic.com/health/high-blood-pressure/DS00100/DSECTION=risk-factors Medi-Info (2012). Hypertension. Retrieved from http://www.medi-info.com/hypertension/ Moy, M.L., & Wein, A.J. (2007). Additional therapies for storage and emptying failure (9th ed.). Philadelphia, Pa: Sauders Elsevier. National Health and Medical Research Council (NHMRC) (1995). Guidelines for the development and implementation of clinical practice guidelines. Canberra: AGPS. Selius, B.A., & Subedi, R. (2008). Urinary retention in adults: diagnosis and initial management. American Family Physician, 77(5), 643-650. Stibich, M. (2007). Age and high blood pressure. Retrieved from http://longevity.about.com/od/whosatrisk/p/age.htm Wierbicky, J. (2008). Essentials of physical medicine and rehabilitation (2nd ed.). Philadelphia, Pa: Saunders Elsevier; 2008. Read More