Patient Teaching

longanimous Teaching Importance of Repositioning Sean Crayton University of Toledo College of Nursing Patient Teaching Importance of Repositioning Assessment of Patients Learning Needs M. C. is an elderly male who was admitted and treated for a fall and hip fracture. He had surgery, is bed ridden that is soon to be released. He and his family need proper teaching on the importance of entrepot as to avoid obtaining pressure ulcers during his limitations to extensive bed assuagement and staying off of his feet or performing any unnecessary movements that could cause irritation or reinjuring the recently repaired hip.As requested we are including the family who will be his primary apportion takers at home and it is necessary that they all learn how to take premeditation of M. C. properly due to his inability to adequately entrepot himself successfully in the primordial stages of his release. Priority Nursing Diagnosis Knowledge deficit. Patient will need proper positioning teac hing. The teaching will pertain to the deliberate placement of the enduring or body part in order to promote proper physiological and psychological well-being. r/t.Lack proper knowledge related to how position/reposition M. C. to avoid development of pressure ulcers. AEB. M. C. was admitted with a hip fracture and received surgery. He is soon to be release to go home but is coherent to long term bed rest. Desired Patient Outcome(s) At the conclusion of the enduring teaching and proper diagnosis care we hope to ensure that M. C. and his family adequately know how to position/reposition the body to reduce the risk of pressure ulcers, at more importantly the critical, but all areas of the body.Time Frame. Being realistic we are giving M. C. and his family the duration of his projected discharge week in order to properly and thoroughly learn the information and techniques required to successfully position/reposition a patient at risk for pressure ulcers. Interventions Managing patient s at risk for pressure ulcers relies on a multitude of different interventions implemented by nurses in a hospital or responsible care takers and family members in the home stage setting.These interventions include but are not limited to using support surfaces, optimizing nutritionary status, moisturizing critical areas and of course, what we are foc utilise on in this accompaniment patient teaching instance, repositioning the patient (Reddy, Gill & Rochon 2006). Regular turning of patients is routinely used ostensibly to decrease the risk of pressure ulcers, and is considered a standard of care (Peterson, Schwab, Van Oostrom, Gravenstein & Caruso 2010). Pressure from lying or sitting on a particular part of the body resolvings in oxygen deprivation to the affected area.This normally results in pain and discomfort which stimulates the individual to move. Failure to reposition will result in ongoing deprivation poor wound healing and further tissue damage. Patients who cannot rep osition 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 demonstration.Teaching will take place throughout the duration of M. C. s projected discharge week. During this teaching there will be a chance for them to succumb the demonstration to me so that they can practice and show they understand before it is necessary for them to do it in the real setting all the while allowing adequate breaks and time for them to process the information and ask questions if any do arise (remember to stay open to conversation with my patient and his family). Rationale. The close to important thing that I feel to remember is that all patients or people in general do not learn in the resembling fashion.You have your differe nt visual (learn best when presented with graphs and other illustrations, maps, written material), auditory (learn best when they can listen to a lecture or a immobile paced exchange of information) and kinesthetic (learn best when they can just do it and are hands on) learners. Before trying to teach your patient or possible care takers how to perform or ensure proper intervention application you should first figure out the best way to teach them. I chose to provide pictures, abut and allow a return demonstration or practice session 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 unable at home. Neither M. C. nor his family have date dealing 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 same speed or has the same mental capacity is my reason for breaking it up and allowing for conversation and questioning so that everyone is able to grok and understand the information and techniques that are being provided during this teaching session. I dont expect them to learn and understand all this in one sidereal day and it is important to break up the session so during the week of M. C. s discharge I will be spacing the learning sessions out. Evaluation of LearningDuring the return demonstration and their responses to my questions I evaluated their understanding to rate their processing 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 reducing risk of pressure ulcers at the end of the teaching course. It is important that when documenting I pro vide the patient teaching including the information covered and the resources I used to demonstrate and infuse the importance of repositioning to M.C. and his family. Reference Moore, Zena. (2010). Systematic review of Repositioning for the Treatment of Pressure Ulcers. EWMA Journal, 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.