Patient Teaching

Patient Teaching enormousness of Repositioning Sean Crayton University of Toledo College of Nursing Patient Teaching Importance of Repositioning judicial decision of Patients Learning Needs M. C. is an elderly male who was admitted and treated for a authorize and articulatio coxae fracture. He had surgery, is bed ridden but is soon to be released. He and his family motivation proper teaching on the importance of dislodge as to avoid obtaining pressure sensation ulcers during his limitations to extensive bed rest and staying off of his feet or performing any unnecessary movements that could cause irritation or reinjuring the lately repaired hip.As requested we are including the family who leave behind be his primary care repleters at home(a) and it is necessary that they all learn how to take care of M. C. powerful due to his inability to adequately reposition himself successfully in the aboriginal stages of his release. Priority Nursing Diagnosis Knowledge deficit. Patient will need proper positioning teaching. The teaching will pertain to the deliberate positioning of the patient or body part in order to gain ground proper physiological and psychological well-organism. r/t.Lack proper knowledge related to 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 ordered to long term bed rest. want Patient Outcome(s) At the conclusion of the patient teaching and proper diagnosing care we hope to ensure that M. C. and his family adequately know how to position/reposition the body to reduce the pretend of pressure ulcers, at more all-important(prenominal)ly the critical, but all areas of the body.Time Frame. Being corporealistic we are giving M. C. and his family the epoch of his projected discharge week in order to properly and well learn the study and techniques containd to successfully position/reposition a patient at risk for pressure ulcers. Interventions Managing patients 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 setting.These interventions include but are not limited to using shop at surfaces, optimizing nutritional status, moisturizing critical areas and of course, what we are focused on in this fussy patient teaching instance, reposition the patient (Reddy, Gill & Rochon 2006). Regular move of patients is r revealinely used ostensibly to decrease the risk of pressure ulcers, and is considered a standard of care (Peterson, Schwab, Van Oostrom, Gravenstein & Caruso 2010). haul from lying or seated on a particular part of the body results in group O neediness to the affected area.This normally results in pain and discomfort which stimulates the individual(a) to move. Failure to reposition will result in ongoing deprivation poor wound healing and further t issue damage. Patients who cannot reposition 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 run and the importance of patient repositioning to M. C. and his family I will be focussing on the utilization of pictures and demonstration.Teaching will take place throughout the date of M. C. s projected discharge week. During this teaching there will be a chance for them to return the demonstration to me so that they can workout and show they commiserate before it is necessary for them to do it in the real setting all the while furnishing adequate breaks and time for them to process the development and ask questions if any do arise ( reckon to stay open to dialogue with my patient and his family). Rationale. The most important thing that I feel to remember is that all patients or people in general do not learn in the uniform fash ion.You sire your different visual (learn crush when presented with graphs and other illustrations, maps, written material), auditory (learn scoop when they can listen to a lecture or a fast paced exchange of information) and kinesthetic (learn best when they can just do it and are hands on) learners. Before exhausting 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, demonstrate and allow a return demonstration or practice session with M.C. and his family because from conclusion 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 experience 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 doubting so that everyone is able to comprehend 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 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 provide 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 turn of events 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.