Scenario Ms. Able is 65 years old,

Scenario Ms. Able is 65 years old, she lives at home with her husband on a fixed income and has challenges with increased living expenses such as food. She has struggled with her progressive weight gain for numerous years and was recently informed by her family physician that she is in a pre-diabetic phase, with an elevated HgA1C and a BMI of 35 – she is 5 feet tall. The doctor recommends that Ms. Able should work on lowering her BMI. She has a history of osteoarthritis and dyslipidemia, she takes Tylenol extra strength and Voltaren ointment when necessary to help her manage her arthritic pain and stiffness in her knees. She has difficulty ambulating first thing in the morning due to the stiffness. Her pain is well managed at 2/10. Her dyslipidemia is treated with Crestor 10 mg once daily. She uses a cane to assist her with walking. Step 2: Introduction • Clearly identify your client and provide an outline that provides the reader with an overview of who your client is, what your teaching plan is about and a brief summary of what you learned from the experience. Step 3: Assessment Data & Learning Needs. • Identify Two learning needs for the client. • Describe your rationale for each learning need (rationale: assessment data from the scenario) Step 4: Priority Learning Need & Diagnosis. • From the two identified learning needs, indicate which learning need is the priority for your client and what is the knowledge deficit nursing diagnosis for that need. • Write one goal for this priority learning need. • Write one expected outcome using SMART Criteria Step 5: Domains of Learning. • Identify two domains of learning that will best fit the teaching method you wish to use for the identified priority learning need. Provide rationale for your choice, and include literature support for each. Step 6: Barriers of Learning • Identify two client barriers that may affect the teaching/learning process and include rationale for each barrier. Step 7: Teaching Plan • Outline specific educational content (topics) of your teaching plan (what the client should learn). Provide literature support. • Outline teaching methods to be utilized (including: setting & timing, type of session and specific teaching strategies). Provide literature support. • Include teaching resources (materials) needed. Provide literature support. • Ensure your teaching plan is related to the domains of learning you chose in step 5. Step 8: Evaluation of Learning ● Identify how the client will be evaluated to ensure expected outcome has been achieved. ● Include how the evaluation criteria is related to the chosen domains of learning. o For cognitive domain learning, evaluation may include questioning the client, having the client explain what was taught, or providing a written test/quiz. o For psychomotor domain learning, evaluation would involve having the client repeat demonstration of a task (that is, have the client repeat a task he/she has just been taught). o For affective domain learning, evaluate learning through the client’s response(s), attitudes, and feelings expressed. ● Provide literature support for the method of evaluation. Step 9: Analysis of the Teaching Process This part of the assignment requires analysis of the teaching process as you apply it to your professional practice as a nurse. Incorporate the following components: ● Identify and discuss at least two reasons why patient teaching is important in the care of your client. ● Identify and discuss two strengths and two challenges of using this teaching plan. ● Discuss the benefits of developing a teaching plan and how teaching plans will benefit your future practice. Step 10: Conclusion Provide a clear and concise conclusion summarizing main points of teaching plan. References SCIENCE HEALTH SCIENCE NURSING NURS 1002

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