Chamberlain College of Nursing NR305 Health Assessment


Your (……..) 05/12/2016

YourInstructor’s (……)

Purpose:Thefocus of this assignment is identifying patient’s needs andanalysis and synthesis of details within the written client recordand planning an appropriate discharge plan with necessary patientteaching of the disease process.

Points:Thisassignment is worth a total of 100 points.

Directions:Please refer to the Discharge Teaching Plan Guidelines found in DocSharing for details about how to complete this form. Rememberthere is a 6 page maximum limit on this assignment.

Typeyour answers on this form. Click “Save as” and save the file withthe assignment name and your last name, e.g.,“NR305_Discharge_Teaching_Plan_Form_Smith” When you are finished,submit the form to the Teaching Plan Dropbox by the deadlineindicated in your guidelines. Post questions in the Q&ampA Forum orcontact your instructor if you have questions about this assignment.

Lookat the EXAMPLEin the first assessment area. This is NOTan all-inclusive response and youwill need to add your responsesas well. Please be sure to review your guidelines.

Assessment area

Need(s) identified.

Teaching technique or approach to problem identified.

Describe content.

Rationale for choosing this technique/approach.


Special/age related needs

These are some ideas there may be others that you identify.

  • Age, lives alone, is non-compliant with diet.

  • Expected aging changes such as decreased hearing, visual difficulties.

  • Red appears to not understand his glucose numbers and how that relates to his diet and insulin administration.

  • Home health nurse to assist Red and family in proper insulin management and administration (Discharge Teaching Plan Case Study)

Ideas for teaching methods/approach based on the scenario and problems noted. You may have identified others.

  • Teach importance of diet and insulin management to Red and family and how to better manage his diabetes.

  • Use videos, audio and teach back methods. It may even be helpful to assure proper reading of the glucometer and administration of the insulin by Red or his family.

Provide a brief rationale on why you chose these particular technique/approaches.

For example, Red may have poor eyesight due to the diabetes and needs audio and demonstration with return demonstration. He may not be able to see the lines on the insulin syringe.

Cognitive issues

  • Difficulty remembering

  • Trouble knowing different things

  • Trouble concentrating,

  • Difficult making choices that influence his daily life (Discharge Teaching Plan Case Study)

 Teach using visual picture with audio descriptions.

 Allow Red to go for break when involved in continuous durations of lecture or testing.

 Gain Reds` concentration when emphasizing important points via utilizing eye contact, tone intonation, as well as body gesticulation.

 Help Red to tag along lectures via three stages:


 Employ a multifaceted sensory technique when giving information towards Red.

 Discover, in confidential plus with carefulness, inapt behaviors, when needed.

 Create new, exciting settings in favor of learning when possible

 Experiential teaching strategies are frequently effective.

 Provide conversation learning if possible (Mertig, 2012).

The strategies act to assist Red as she build ups internal processes which enable Red to carry out complex tasks. Also, the utilization of these techniques might boost the effectiveness by which Red approaches every learning obligation.

Physical barriers

  • Impaired Walking

  • Impaired Skin Integrity

  • Ineffective Health Maintenance

  • Ineffective Self Health

  • Management (Discharge Teaching Plan Case Study)

  • Teach Red the importance of physical exercises and how to finely manage diabetes

  • Teach Red the importance of skin hygiene and effective wellbeing

Maintenance along with management techniques.

  • Make use of films and visual aids to demonstrate how body exercise is done as well how successful management and personal health maintenance of diabetes can be done (Mertig, 2012).

Such education of strategies of physical exercises and body health maintenance is important to Red in the following ways:

 It will help Red know how to control her weight

 It will help Red minimize her danger getting cardiovascular illness

 It will help Red minimize the danger of her type II diabetes along with metabolic disease

 It will help Red minimize her danger of getting some skin cancers

 It will help Red to know how to make her bones along with muscles very strong

 It will Enhance Red’s mental wellbeing in addition to mood

 It will help enhance Red’s capability of doing daily duties and avoid falls, since she is an aged adult

 It will held Red boost her likelihood of staying longer


  • Treated for sepsis with IV antibiotics

  • Transurethral resection of the prostate surgical procedure was done to Red by surgical specialists (Discharge Teaching Plan Case Study)

Teaching Red, who has Diabetes ailment should comprise the below content sections, which get founded on evaluated needs:

  • sickness process

  • medication option

  • nutritional schedule

  • exercise schedule

  • knowledge about diabetes drug prescribed

  • blood-sugar monitoring

  • awareness about acute along with unceasing complications

  • psychosocial problems

  • Individual techniques to enhance health (Mertig, 2012).

The goal of teaching about management for diabetes involves maintaining blood sugar degrees as near onto the mark level in the middle of four-six mmol/L. Such range will assist minimize mutually transient along with lasting complications for Red.


  • Red seems to nowadays miss his Monday morning coffee

  • He takes whisk everyday so as to get a sleep

  • Red doesn’t like cooking and typically picks up anything that convenient, for example cake and donuts as well as a number of fast food

  • He also takes bacon daily.

All this shows that Red does not know what health eating or nutrition is all about (Discharge Teaching Plan Case Study)

  • Address Red’s nutrition requirements on the basis of his individual along with cultural inclinations, health education plus numeracy, access onto healthful foodstuff choices, readiness and capability to develop behavioral adjustments, together with hindrances to reform

  • Teach Red about practical devices for daily food planning instead of concentrating on personal micronutrients, macronutrients, , and single meals

  • Also teach Red about the importance of having good nutrition in a person’s life.

  • Use videos and film o show red the different types of health foods she is supposed to take (Easton, 2014).

Teaching of a healthy pattern of eating, regular bodily exercise, and frequently pharmacotherapy all are fundamental ingredients of managing Red’s diabetes. It will help Red as well know how to achieve individualized pulse rate, glycerin, together with lipid objectives.

Roles and Relationships

  • He has missed church for the past four Sundays

  • Roles seem to like sleeping by taking whisky. He appears to be avoiding people and spends most of his time alone and sleeping (Discharge Teaching Plan Case Study)

  • Teach Red about the importance of establishing relationships with other people.

  • Use a teaching framework that engages Red

  • Develop a training scrip along with an individual philosophy

  • Diagnose Red (Easton, 2014).

When engaging Red in teaching strategies, it will make him remain active and even contribute his perception that he feels concerning roles and relationships.


Red narrates to the home health nurse “I’m not sure if I should take my insulin because I’m not eating, but my blood sugar was 203 when I poked my finger this morning. How can my sugar be that high when I’m not eating much? I just took off my sock to check on my sore and my whole foot is red and big. I haven’t looked at it for a few days it was just a little pink the last time I checked it. I should have paid closer attention to those pills I was supposed to take, that antibiotic“(Discharge Teaching Plan Case Study)

  • Clarify to Red what Diabetes management implies along with the effect onto self-concept. Talk about health issues.

  • Carry out supportive discussions to comprehend troubles to Red’s perceptions on health changes as an element of Diabetes along with changes linked with disease or impairment.

  • Teach Red about the consequences of self-concept.

The Self-concept Education is very important since will help Red realize the importance of taking insulin because she is affected with diabetes. It will also help her know that good nutrition is very important in the case of his ailment as well as that she is not the first patient to gate diabetes. It will help her appreciate her condition.

Wound care

Red seem not to comprehend how to care for his wound, it is left bandages for many days which will make it dirty and became infected with other ailments.

  • Start with asking Red how she learns best.

  • Set training times in order

  • Concentrate on fundamentals of sore care: Technique, Nutrition, and control of infection (Easton, 2014).

This education is essential because Red’s wound is not well managed and it will offer her basics to best care for her wound to prevent further infections.

Resources/ referrals needed

  • Red is discharged with multidisciplinary wound care nurse.

  • Referral onto a nutritionist (Discharge Teaching Plan Case Study)

  • Prearranged patient teaching must be presented to Red on a continuous basis

  • Talk about diet as well as give nutritional advice, considering other variables (hypertension, and obesity, hypertension, and renal impairment

  • Encourage daily physical exercise (Easton, 2014).

Since Red is diabetic, referring to a homecare nurse/nutritionist is very essential since he will practice physical exercises and nutrition finely that when referred to hospital or medical center.


DischargeTeaching Plan Case Study. Week 2: Sherman “Red” Yoder

Easton,P. S. (2014). Nutritioncare of people with diabetes mellitus: A nutrition reference forhealth professionals.New York: Food Products Press.

Mertig,R. G. (2012). Nurses`guide to teaching diabetes self-management.New York: Springer Pub.

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