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Preoperative patient education can be described as any methods prior to surgery for the purpose of preventing post-operative complications and improving patient’s health outcomes (McDonald et al., 2014). It may cover different topics in different settings, for people who undergo lower limb arthroplasty, preoperative education delivered by nurses usually encompasses: the preoperative procedure, the surgical procedure and benefit, actual and potential post-operative complications and management, and pain management (Ibrahim et al., 2013; McDonald et al., 2014). The approach of education ranges from individual face-to-face communication, group classes, booklet, and other multimedia materials without verbal communication, which has been used successfully
...s, K.D., London, F. (2005). Patient education in health and illness (5th ed.). New York: Lippincott.
The teach-back method is an evidence-based practice used in patient education. Clinicians use teach-back to educate patients about health information and enable them to “subsequently evaluate whether learning has occurred” (Tamura-Lis, 2013, p. 267). Teach-back checks for patient understanding of medical diagnosis, treatments, and instructions regarding disease complications (Tamura-Lis, 2013, p. 269). Patients become knowledgeable about their disease process and consequently, teach-back promotes clarification and prevents communication errors. It is important to hospital-based nursing because it optimizes patient learning and comprehension (Tamura-Lis, 2013, p. 270). Ultimately, teach-back helps improve quality care, safety, and patient satisfaction (Tamura-Lis, 2013, p. 271).
Ignatavicius, D. D., & Workman, M. L. (2013). Medical-surgical nursing: patient-centered collaborative care (7th ed.). St. Louis: Elsevier Saunders.
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 multilingual 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 discharge is by providing a direct checklist for patients and families to follow. One must understand that these approaches will help the staff, nurses and other health care providers to develop the safe patient transition to home.
Medical-surgical nursing: patient-centered collaborative care (7th ed.). St. Louis: Elsevier University. Taylor, C. (2011). The 'Standard'. Introduction to Nursing -.
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.
Syx, R. L. (2008). The practice of patient education: The theoretical perspective. Orthopedic Nursing, 27(1), 50-54. doi:10.1097/01.NOR.0000310614.31168.
The goal for nurses as a profession is not only to be “patient advocates” but also assist the patient to learn and gain the necessary skills to achieve the best level of functioning for the patient based on their current illness. In order to help a patient achieve their optimal level of functioning the nurse must work with the patient and the interdisciplinary team to create a collaborative plan that is logical for the patient. Through examining a musculoskeletal disorder case study #35 from Preusser (2008), one can create a critical pathway for the patient, S.P. a 75 year old female, with severe rheumatoid arthritis (RA) and admitted to the orthopedic ward for a hip fracture status post fall (p. 183). Since the patient’s needs is unique and complex the nurse must tailor a plan with the patient which will include “…assessments, consultations, treatments, lifestyle changes, disease education…” in order for the patient have the most appropriate evidence-based care and make informed decisions when it is necessary (Oliver, 2006, p. 28). The aim for the nurse caring for the S.P. is to help prepare the patient for an upcoming procedure and focus care to the patient by gathering necessary information about her while. Collaboration with the patient, family members, rehabilitation, medical and surgical team about the treatment plans can help us provide proper patient’s care by utilizing actions and interventions within the scope and standards of the nursing practice.
In conclusion, teaching and learning is a complex and essential component of the nursing process. As seen in this case study, different teaching domains and strategies need to be utilized in order to help clients recall and apply important aspects vital to their health and ultimate quality of life. By providing J.L. with a diverse teaching tool that encompasses different types of learning domains, J.L. has all the information at hand to help him implement his diabetic foot care regimen.
The goal of my learning plan is to promote health maintenance and restoration for hip or knee replacement surgery patients by providing patient education sessions and information pamphlets on post-operative pain and swelling management between the periods of week 8 to week 10. During the implementation process of my learning plan I used the Community Health Nurses association’s standard as a guide to help me advance with the production and presentation. I focused my learning plan on the standard of health maintenance, restoration, and palliation under the category of promoting health. This standard can be defined as “providing clinical nursing, palliative care, health teaching and/or counseling to individuals and families as they experience illness and life crisis…” (Peter, Sweatman, & Carlin, 2012, p. 66) I am doing a teaching session and pamphlet for my learning plan which is included in the area of health teaching. Peter et al also described the possible outcomes of this process which is to encourage participation of patient and family members to engage in the development of their care plan by maximizing their capacity to take responsibility for and manage their own care. (Peter et al, 2012, p. 66) I hope the implementation of my learning plan can educate the patients so they can understand more about their health and gain knowledge on types of interventions they can use at home to enhance their recovery. For example, if the patient feels pain and swelling at home, they will be able to have the knowledge that they can use ice to help reduce the pain and swelling. I followed the CNO’s ethics practice standard. This standard stated about respecting client’s choice and ensuring privacy and confidentiality during the caring process...
Ignatavicius, D. D. & Workman, M.L. (2010). Medical-surgical nursing: Patient-centered collaborative care. St. Louis, Missouri: Saunders Elsevier.
The role of the nurse in the preoperative area is to determine the patient’s psychological status to help with the use of coping during the surgery process. Determine physiologic factors directly or indirectly related to the surgical procedure that may cause operative risk factors. Establish baseline data for comparison in the intraoperative and postoperative period. Participate in the identification and documentation of the surgical site and or side of body on which the procedure is to be performed. Identify prescription drugs, over the counter, and herbal supplements that are taken by the patient that may interact and affect the surgical outcome. Document the results of all preoperative laboratory and diagnostic tests in the patient’s record
Communication in the nursing practice and in healthcare is important because when talking with patients, their families, and staff, the nurse and the nursing student needs to be able to efficiently express the information that they want the other person to understand. “Verbal communication is a primary way of transmitting vital information concerning patient issues in hospital settings” (Raica, 2009, para. 1). When proper communication skills are lacking in nursing practice, the chances of errors and risks to the patient’s safety increases. One crucial aspect of communication that affects the patient care outcome is how the nurse and the nursing student interacts and communicates with the physicians and other staff members. If the nurse is not clear and concise when relaying patient information to other members of the healthcare team the patient care may be below the expected quality.
The learning environment and practice placement I currently work in is a substance misuse service. The clinical learning environment is where students work directly with patients whilst enabling them to and are able to conductively learn. Burns and Patterson (2005) state it is the responsibility of higher education institutes in partnership with the NHS to prepare nurses to cope with the complex nature of clinical practice. In my opinion I believe mentors play a significant role in relation to the clinical learning environment, as mentors are who support the student during their placement. Students learn most effectively in the environments that facilitate learning by encouraging and supporting whilst also making them feel part of the team
With a good understanding of the materials they learned and a realization of how the use of humor effected their learning experience the new nurses can then take on a role comparable to their teachers. The nurse can then look for material that may pertain to their specific healthcare setting, be responsible for creating their own comfortable environment, and remind themselves to greet each patient with a laugh-ready caring attitude. The nurse may understand the task of needing to alleviate anxiety in a patient, prone to anxiety attacks, prior to surgery, through a thorough assessment of the patients understanding of, and concerns about, the procedure. If not having a prior understanding of the patients anxiety, just initially creating an atmosphere of humor to establish relationship, relieve anxiety, release frustration, avoid painful feelings, or humor to facilitate learning. If achieved, the physiologic benefits of improved respiration and breathing, decreased muscle tension, amongst other effects show to have beneficial postoperative outcomes. This is important because post operative high anxiety, increased postoperative pain, increased analgesic requirements, and prolonged hospital stay are all correlated with preoperative anxiety (Davis-Evans,