nurses who frequently enhance the communication problems in discharge planning, and who strive to improve the working relationship, collaboration and who use the teamwork approach to patient and family centered discharge planning will greatly reduce patient readmission (Lo, Stuenkel, and Rodriguez, 2009, p. 160). Lo, Stuenkel and Rodriguez (2009) emphasize that an organized and well prepared discharge planning, education of patients with multi-lingual services and use of different methods of teaching greatly improves the patients’ outcome (p.157). These include an experienced and well-taught phone call follow-up sessions after discharge along with ensuring the extension of adequate postoperative care. Another way nurses can deliver a planned discharged teaching is by providing direct checklist for patient and family to follow. One must understand that these approaches will enforce the staff nurses and other health care providers to develop the safe patient transition to home.
Educating In-general discharge is very complex for both nurses to teach and patients to understand it completely. One must understand how years of experience in the several acute care facilities have a major influence in planning an adequate amount of discharge teaching. During hospital stays patients and families are usually in deep stress and need the ultimate nursing care practices. From the studies’ done, several methods of educating staff have been suggested. However, many studies pointed out that verbal discharge teaching has not been demonstrated to be very effective alone. Therefore, Morderchai (2009) highlight that nurses must be taught periodically how to prepare and teach effective discharge teaching in “pre-licensure programs and c...
... middle of paper ...
...acute care to home: a review of issues in discharge teaching and a framework for better practice. Canadian Journal of Cardiovascular Nursing, 23(3).
Mesteig, M., Helbostad, J. L., Sletvold, O., Røsstad, T., & Saltvedt, I. (2010). Unwanted incidents during transition of geriatric patients from hospital to home: a prospective observational study. BMC health services research, 10(1), 1.
Nosbusch, J. M., Weiss, M. E., & Bobay, K. L. (2011). An integrated review of the literature on challenges confronting the acute care staff nurse in discharge planning. Journal of clinical nursing, 20(5‐6), 754-774.
Reynolds, M. A. H. (2009). Postoperative pain management discharge teaching in a rural population. Pain Management Nursing, 10(2), 76-84.
Is "teach-back" associated with knowledge retention and hospital readmission in hospitalized heart failure patients?
Tackett, J. L., Lahey, B. B., van Hulle, C., Waldman, I., Krueger, R. F., & Rathouz, P. J. (2013).
Although nurses do not wield the power of doctors in hospital settings, they are still able to effectively compensate for a doctor’s deficits in a variety of ways to assure patient recovery. Nurses meet a patient’s physical needs, which assures comfort and dignity Nurses explain and translate unfamiliar procedures and treatments to patients which makes the patient a partner in his own care and aids in patient compliance. Nurses communicate patient symptoms and concerns to physicians so treatment can be altered if necessary and most importantly, nurses provide emotional support to patients in distress.
At the multidisciplinary meeting, the nurse will collect and assess the information provided by the other disciplines and family members stating that the patient is not at her prior level of functioning and then analyze the information to develop a diagnosis of deconditioning. Next, the nurse identifies outcomes for the patient to get stronger, achieve prior level of function, have activities of daily living (ADL’s) met in a safe environment by planning for home health, equipment, and 24/7 supervision through family or placement in a facility. This will be implemented by coordinating delivery of a walker and a 3 in 1 chair prior to discharge to daughter’s home with the home health agency nurse, physical therapist, and aide scheduled to start that day. In a week, the nurse evaluates that outcomes are being met by following up with patient, daughter, and home health agency evaluating that the patient is getting stronger, ADL’s are being met, and will soon be able to return to living independently. To achieve these standards of practice, every nurse should be aware of her own nurse practice act to ensure to be functioning with in the laws of the nurse’s state and to ensure the best outcomes and safety of the patients. In closing, it is every nurses duty to be the best nurse they are capable of being by looking at the scope of nursing practice which gives us the framework to achieve
The general idea of, K, is that a nurse must have knowledge in the diversity of cultures, ethics, and education. The significance of this faction being that if the nurse is cognizant of the patient 's culture, beliefs, family values, support systems, and education level, a more thorough and comprehensive plan of care can be formulated. The premise of, S, is that a nurse must be skilled in the ability to communicate with and advocate for the patient, assess for and properly treat pain, and incorporate the needs and concerns of the patient and their family. The significance of this group and development of these skills include the achievement of pain control, increased rehabilitation periods, and an increase in patient/family satisfaction. The theme of, A, requires that a nurse maintains an open attitude toward the patient and to respect and validate the nurse-patient relationship, which will aid in a positive nurse-patient
Tadić, A., Wagner, S., Hoch, J., Başkaya, Ö., von Cube, R., Skaletz, C., ... & Dahmen, N. (2009).
Zaslansky, R., Eisenberg, E., Peskin, B., Sprecher, E., Reis, D., Zinman, C., & Brill, S. (2006).
Davenport, Joan M., Stacy Estridge, and Dolores M. Zygmont. Medical-surgical nursing. 2nd ed. Upper Saddle River, N.J.: Pearson Prentice Hall, 2008, 66-88.
It will seek to demonstrate the appropriateness in supporting the patient and their family, whilst reflecting upon personal experience, and how literature may influence the healing effectiveness. The factors that enhance and inhibit the learning environment will be explored and suggested techniques to improve clinical learning will also be discussed. Finally the nurse-patient learning relationship will be explored along with the application of teaching and learning strategies will be examined.
Professor Cantu and Class, The first article is, Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Chapter 34 “Handoffs: Implications for Nurses”, this article is applicable not only to my unit, but to every nurse in the profession. It is imperative that the translation of patient information from one person to the next during shift change, patient transfer, or transfer to another facility is clear, accurate, understandable, and complete, conveying all pertinent information about that patient. The article discusses why we have problems with handoffs, and different methods for handoff styles.
Nursing staff, Social Workers, and case managers play an important role in the discharge planning which also correlates with patient safety outcomes. Case managers and social workers work face to face with...
Timpano, K. R., Keough, M. E., Mahaffey, B., Schmidt, N. B., & Abramowitz, J. (2010).
Timpano, K. R., Keough, M. E., Mahaffey, B., Schmidt, N. B., & Abramowitz, J. (2010).
Brand, B., Classen, C., Lanins, R., Loewenstein, R., McNary, S., Pain, C., Putnam, F. (2009). A
The purpose of this post is to discuss discharge planning for Ms. Jones. I will discuss two learning objectives that I expect Ms. Jones to meet by the end of my discharge instructions, as well as the method I will use to evaluate whether the patient learned the information. On discharge, a former patient is expected to monitor and manage his or her change in health status (McBride & Andrews, 2013). It is important for the nurse to assess what the patient already knows about their condition, what they want to learn more about, and set mutual goals with the patient (Bastable, 2014). It is vital that Ms. Jones receive home health care during her transition to home, especially since she has multiple medical issues to address. Sharing the educational
Anton, M. E., Baskin-Sommers, A. R., Vitale, J. E., Curtin, J. J., & Newman, J. P. (2012).