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Asked by MasterLemur2304

It is early morning on the pediatric unit, and the staff are conducting morning rounds. They are discussing 10-year-old Matthew Yoakum, who was transferred to the unit yesterday evening from the ICU. Matt had a below-the-elbow amputation of his right arm following an accident on his family farm. The following conversation takes place.

 

Jose Garcia, MSW: “Matt and his family are having a very hard time. Apparently, Matt was helping his father when he started fooling around, slipped, and fell into the hay elevator. His lower arm was so badly mangled that the surgeon couldn’t save it.”

Kristen Stryker, PT: I’ve met with the family. They are feeling very guilty. Matt has ADHD and has had a lot of behavior problems at school. His dad told me that he should have been watching Matt more carefully because he knows that his son has a hard time concentrating on what he is doing.”

Usha Gupta, RN: “We have seen some behavior problems here as well. Last night one of the staff went into his room to ask him to lower his radio and he refused. When she turned the radio off Matt began spitting and swearing at her?

Carly Thomas, OTR: “think he and his family are very frightened. This has all happened so quickly and the consequences of his injury are significant.” 

Usha Gupta, RN: “We need to develop a teaching plan. Maybe if they have a better sense of what is going to happen, they will begin to feel more in control”

 

Develop a teaching plan for the Yoakum family by responding to the following questions

 

1. What information should be collected as part of the assessment of this family?

2. Which factors in this situation might interfere with the patient’s and family members readiness to learn?

3. Which teaching strategies would you use to facilitate learning

SCIENCE
HEALTH SCIENCE
NURSING

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