TEACHING PLAN

NURS 402 Nurse as an Educator

Teaching Plan

Purpose of the Assignment:

The purpose of the assignment is to provide the student the opportunity to use a prescribed and systematic format to create a teaching plan which includes behavioral objectives, a content outline, presentation methods, time allotments, resources, and evaluation methods for an educational intervention for the identified nursing problem.

Student Approach:

I wanted to focus on bariatric interventions because many patients who are overweight or obese believe it is an easy method of losing weight.  My approach was to create a teaching session (or have multiple sessions) for patients who do not understand the weight loss process; it is a complex intervention requiring a lifestyle overhaul.  The teaching plan would be tailored to the patient’s beliefs, knowledge, and history.   The framework could be shared with my coworkers within the facility to assist patients and families regarding bariatric interventions and weight loss.

Reason for Inclusion

In this day of age, teaching is one of the most important interventions nurses conduct to either prevent complications or protecting the patient from repeating the same mistake(s).  Despite my current rehabilitation job demanding to have education charted every shift, it is predetermined and does not allow us to give patients the proper teaching they desperately need.  The project granted our treatment team flexibility and recommended time needed to teach patients about weight loss and bariatric interventions. 

Curricular outcomes

Critical thinking

Evaluates nursing care outcomes through the acquisition of data and the questioning of inconsistencies.

Patients were given a screening form that was created for NUR 402 and was approved by the facility to be distributed.  The screening form asked about the patient’s medical background, medication, how much they know about bariatric practices, how much they exercise, and what foods they eat.  Patients are given the optional, though highly recommended, choice to enroll in a weekly weight loss class.  Data would be recorded based on patient personal recordings and weight loss after the class time.  The recorded data in weight loss and diet would be used to evaluate the patient’s weekly status to note of either progression or regression.

Revises actions and goals based on evidence rather than conjecture

The teaching plan was created during the COVID-19 pandemic.  Initially, patients would be able to meet with faculty personally to discuss healthy eating options and bariatric interventions.  Due to quarantine and how communicable the disease was, many patients were afraid to attend the sessions that they have scheduled.  Evidence was obtained through the World Health Organization and Centers for Disease Control and Prevention to show how the obese population is vulnerable.  In addition, studies regarding social media promoting fears of the COVID-19 was highlighted.  We eventually relied on phone call and telehealth interventions to ensure social distancing and to see if patients are meeting their objective.

Nursing Practice

Applies appropriate knowledge of major health problems to guide nursing practice.

During my time in the class, many patients and family members would ask questions on how to qualify for bariatric surgery and to achieve a healthier lifestyle.  While developing the teaching plan, I assessed the patient’s holistic background to formulate the educational intervention.  With the interdisciplinary team, we educated individuals on bariatric interventions, how to live a healthier lifestyle, and gathered data pertinent to losing weight (medical history, medications taken, methods previously performed).  For those who wanted to lose weight, patients were given a journal to record their progress and the data was tallied.  With the appropriate measures taken based on the patient’s preferences, majority of the patient population who participated lost weight.

Implements nursing care practices as appropriate to provide holistic health care to diverse populations across the lifespan.

The age range for the patient population was between 35-65 with a diverse racial background (either Caucasian, African-American, or Asian).  A routine was created for every individual based on his/her beliefs, diet, lifestyle, medical history, and personal environment.  A holistic approach is recommended when creating an effective weight loss program.

Communication

Uses therapeutic communication within the nurse-patient relationship.

Despite the pandemic, we would have 1:1 conversations with the patient.  During the initial engagements and screenings, I would build rapport with the patient and see what he/she required via active listening and repeating the statements patients have made.  Teachback was also used to ensure the patient’s comprehension of the material.  Building rapport is one of the important steps when gaining trust from the patient, and it is acquired through therapeutic communication.  Patients meetings have to be about the patient, not about educator.

Expresses oneself and communicates effectively with diverse groups using a variety of media

Clear, accurate, and relevant writing were expressed throughout the teaching plan.  Meetings were held with the physician, dietician, physical therapist, and nursing supervisor.  The screening forms, brochures on healthy living, and methods of teaching had corrected spelling and punctuation.  In addition, majority of patients would meet privately with us, allowing communication to be easier and more transparent when teaching them. 

Teaching

Provides teaching to patients and/or professionals about health care procedures and technologies in preparation for and following nursing or medical interventions

Bariatric interventions are reserved for patients who have, “a body mass index ≥ 40, or more than 100 pounds overweight. BMI ≥ 35 and at least one or more obesity-related co-morbidities such as type II diabetes (T2DM), hypertension, sleep apnea and other respiratory disorders, non-alcoholic fatty liver disease, osteoarthritis, lipid abnormalities, gastrointestinal disorders, or heart disease (from the American Society of Bariatric Medicine website).”  Many patients wanted to know how to qualify for bariatric surgery because they believed it would be an easier way of losing weight compared to having a healthier lifestyle.  Bariatric surgery is a life-changing procedure and it also requires a lifestyle overhaul for it to grant patient’s the desired changes they want.  For patients who do not qualify, they would be taught about bariatric medicine and would be given to option to participate in a weight-loss program that the healthcare team has created.

Uses information technologies and other appropriate methods to enhance one’s own knowledge base.

I used resources that have been approved by professional sources which promote weight loss for a healthy living.  Official websites such as MyPlate were shown to highlight the efficacy and usefulness of them.  Patients were also taught how to avoid blogs for sources of information, as it can be detrimental for their wellbeing. 

Provides relevant and sensitive health education information and counseling to patients, and families

Patients were given handouts and pamphlets regarding healthy eating choices.  In addition, they were given safe and therapeutic exercise routines that was suited based on their background. 

Uses informatics to enhance one’s own knowledge base to support teaching.

There was a plethora of knowledge I used to create an effective teaching program.  These resources were received by the American College of Sports Medicine (ACSM), the National Strength Conditioning Association (NSCA), Nutrition Therapy and Pathophysiology for the Public Health Expert, peer reviewed articles located in ODU’s online library, and the Cumulative Index to Nursing and Allied Health Literature (CINAHL) to formulate a safe, yet effective weight loss teaching program. 

Evaluates the efficacy of health promotion and education modalities.

Every week, patients would be called to discuss their “highs and lows” (what went right, what went wrong, what are they struggling with, and how can we overcome them).  The information would be charted to see if the interventions have been effective based on the patient’s progress (either within their journal or by verbal report).  In addition, patients would be taught the bariatric interventions and would be asked questions to see if patients understood. 

Research

Evaluates research that focuses on the efficacy and effectiveness of nursing interventions.

Education is imperative for delivering high-quality care towards patients and research was used to develop a weight loss program that would be beneficial.  Resources were obtained through CINAHL which highlighted how building rapport, teachback, and teaching topics on proactive prevention can be useful for a lifestyle overhaul.  Holistic health was also researched to prove how physical, emotional, mental, environmental, and spiritual health were a necessity when creating the individualized teaching plans. 

Leadership

Assumes a leadership role within one’s scope of practice as a designer, manager, and coordinator of health care to meet the needs of populations.

Due to most patients having a low income, leadership was quintessential.  I had to have a meeting with the healthcare team to discuss how we would implement the program and later presented our results.  Eventually, everyone agreed to help as it was a common goal we all shared In addition, there was a community need for fighting against obesity.  In the end, the flexible plan proved fruitful for various population demographics and it can be modified to further cater towards group teaching as well.

Organizes, manages, and evaluates the development of strategies to promote healthy communities.

The teaching plan, despite being a group effort, was created with a common goal: to educate patients on a healthier lifestyle and to give them clairvoyance regarding bariatric intervention.  Despite the pandemic, the overweight patient population who were interested in bariatrics received education on the practice.

Professionalism

Demonstrates accountability for one’s own professional practice as well as limits to one’s own scope of practice.

The educational role is a huge responsibility, especially when it came to formulating a teaching plan.  Teaching patients 1:1 requires accountability and professionalism.  The information has to be accurate and correct, with the information being explained in an understandable manner.  The interdisciplinary team would contribute to assist the patient with care.  For instance, the dietician would assist the patient on how to create a nutrient dense meal while the physician would discuss the medical conditions and medications the patient has.

Culture

Integrates knowledge of cultural diversity in performing nursing interventions.

Culture was crucial when formulating the teaching plan.  Each patient has a different background, and culture affects a patient’s choices when teaching.  For example, when going over recipes with a Hispanic patient, he/she may be more hesitant to change their habits due to their familial setting.  Another patient who was highly religious formerly refused intervention because he believed God had the power to change what medicine cannot.  Many patients may not wish to discuss their pleas for help when asked if they would like family to be involved.  Beliefs, food practices, personal preferences, and social history were all considered when meeting with patients privately.  As it is taught in nursing, a holistic approach was necessary when devising a teaching plan. 

Maintains an awareness of global environmental factors that may influence the delivery of health care services.

The COVID-19 pandemic had a major impact on the teaching plan.  While we encouraged 1:1 meetings, many patients quarantined themselves and we had to resort to telehealth and phone calls for follow up.  We considered the patient’s environment when creating a healthier lifestyle (do they have a trail walk on, access to a gym, where and how do they acquire food, etc). 

teaching summary paper