Teaching Plan for Npo Patient

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Running head: Teaching plan for NPO patient

Teaching plan for NPO patient

Dona Hubbard

Hampton University

NUR-327-01-F07

Georgiana Bougher and Brenda Rhea

November 3, 2007

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The purpose of a teaching plan is to educate a patient about treatment, medications, diet, or any procedure that pertains to their care. If the client is educated then there is a better chance that they will be compliant with the instructions for their care. The nurse gathers subjective and objective information about the patient utilizing patient assessment. The nurse then uses this information to assess if there are any limitations to learning. The learning objectives are taught using affective, cognitive, or psychomotor skills. Goals are set and the nurse forms a teaching plan directed at helping the patient reach those goals (Redman 2001).

A teaching plan consists of goals, content, teaching learning activities, time allotment, and evaluation. Goals should be met by the end of the lesson and evaluation by the nurse will determine if teaching needs to be reinforced (Redman 2001). When the nurse is planning goals, they should take into consideration, any limitations concerning affective, cognitive, or psychomotor skills (London 1999). Cognitive or intellectual skills require knowing, thinking and remembering (Redman 2001). It is helpful for the nurse to ask: What is the patient’s reading level. What is the patient’s highest level of education completed? Can he understand English? If not, what language(s), does he speak? Is he oriented to time, place, and person? How is the patient’s memory? How will the patient’s intellectual abilities affect his ability to learn, understand, apply new information, and recall it later (Redman 2001)? Is he too sick or distressed to learn at this time? Psychomotor skills are physical skills, which require integrating both mental and muscular activity (Redman 2001). It’s helpful for the nurse to ask: How is the patient’s hearing and sight? Is the patient able to write? Is his mobility impaired by an amputation, stroke, or other disability? Is he able to perform fine motor tasks with his hands? Affective involves beliefs, values, and attitudes. It’s helpful for the nurse to ask: Is the patient

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motivated to learn and change his behavior? Can the team identify the barriers to learning and address them so successful learning can take place? Does the patient recognize the need to learn? How