Take Home Quiz (Teaching and Learning) – Came from Potter & Perry Textbook Resources for Instructors
Jane Moore is a 60-year-old sales clerk who recently retired because of increasing chronic health concerns. At her visit last week to her primary care practitioner (PCP), she learned that her type 2 diabetes is going to require taking insulin at nighttime. She has never had to give herself injections and is reluctant to start. The PCP sent her to the diabetic clinic to learn about giving herself injections. Mrs. Moore is attending a class today about insulin self-administration that is being taught by you, a nursing student from the university
Mrs. Moore is widowed but has two grown children that live close by and come visit her daily. She says that her children are willing to help her with anything that she might need. Mrs. Moore wears glasses but still has some trouble reading the fine print since she has gotten older. She has no trouble with her hearing. Mrs. Moore does have stiffness in her hands in the morning and has a history of osteoarthritis. Mrs. Moore also has a history of hypertension and is on blood pressure medications including hydroclorothiazide and lisinopril. Mrs. Moore admits that she is scared and worried about having to learn how to give herself insulin. She states, “I never thought that I would ever have to do this as I thought the pills would take care of the problem.”
Using the websites on teaching and learning provided with this assignment, Chapter 25 from your Potter and Perry textbook, and Chapter 4 in the Hinkle & Cheever Medical-Surgical textbook, develop a teaching plan for Ms. Moore about giving herself insulin injections. Make sure you assess the patient for her readiness to learn, barriers to learning, and any other appropriate assessment needed. If the answers to the needed assessment is not in the case study, be sure to list out some questions you would need to ask Ms. Moore to gain the information you need to develop a viable insulin self-injection patient teaching plan? Remember, the teaching plan follows the same steps as the nursing process.
Thinking Like a Nurse – Teaching Plan
|List the patient’s teaching needs including readiness to learn, barriers to learning, assets for learning, and write out any other assessment data questions that you might want to ask in order to develop this teaching plan for Mrs. Moore.||What is the priority nursing diagnosis for this patient (write it out in this column)?
Developing a measurable (SMART) outcome for the first patient teaching session that you will conduct with Mrs. Moore.
|Developing the Steps/Details/Content of the Teaching Plan for Mrs. Moore. Make sure you look up content/steps that are essential to teach Mrs. Moore how to do insulin self-injections (best practices for good teaching outcomes).||Rationale for Each Step of the Teaching Plan (List the resource(s) used, the page # or URL of website(s) used). Write out the science behind why you are doing each step/intervention of your care plan.||Evaluation Method to Assess Obtainment of the Measurable Learning Outcome. Write out what you would do to assess whether Mrs. Moore had met the outcome that you wrote in column two of this patient teaching care plan.|
**You may add more lines to the table if necessary or desired.
Grading Rubric for Teaching/Learning Take Home Quiz
|Assess the Patient’s Learning Needs and Critical Barriers to Learning||(5 points)
Comprehensive assessment including pt. needs, barriers to learning, and at least 3 questions to ask to obtain further necessary information to develop the teaching plan.
Good assessment including pt. needs, barriers to learning, and at least 2 questions to ask to obtain further necessary information to develop the teaching plan, but missed one to two critical components
Attempted assessment but either missed discussion of the learning needs/barriers, or included only 1 question to ask to obtain further necessary information to develop the teaching plan, or left out three to four critical components
Did not address or left out most of the critical components regarding learning needs, barriers, and assessment questions to obtain further necessary information to develop the teaching plan.
|Diagnose the Learning Need(s) and Develop a Measurable Outcome for the Teaching/Learning Lesson||Uses NANDA terminology to write a correctly formatted priority nursing diagnosis and writes one SMART outcome that addresses the patient’s educational needs||Uses NANDA terminology to write a nursing diagnosis but is not totally in correct format; writes an outcome but is not totally in the required SMART format (i.e. might not be measurable)||Attempts to write a NANDA diagnosis but is either incorrectly written or is not the priority diagnosis; attempts to write an outcome but it does not correspond to the patient’s educational needs and/or the outcome is not in the SMART format||Neither the diagnosis or the outcome correlates to the patient’s educational needs|
|Develop a Teaching plan that Outlines the Appropriate Evidence-Based Steps/Content for Meeting the Teaching Needs of the Patient||Uses the correct learning domain, has at least 5-6 evidence-based teaching points that are appropriate for the outcome and material being taught. The intervention steps should reflect a comprehensive listing of the components of a good teaching plan.||Uses the correct learning domain, has at least 5-6 teaching points but not all are evidence-based or are appropriate to the outcome and material being taught. The intervention steps should reflect a good listing of the components of a teaching plan but does omit 1 or 2 main points.||Attempts to develop a teaching plan but the plan is insufficient including the number of teaching points, lack of evidence-based teaching interventions, or is not in alignment with the proper domain or learning outcome. The intervention steps should reflect a fair listing of the components of a teaching plan but does omit 3-4 main points.||The teaching plan is left out or is not in alignment with the learning needs of the patient. Lacks most of the intervention steps that should be included in a comprehensive teaching plan.|
|Rationale for Each Step of the Teaching Plan as Specified in Objective #3||Each step/teaching intervention has a rationale from a reliable resource and the resource is cited with the title of the resource and the exact page number where the rationale can be found; if the resource is an online resource, the URL is cited||Rationale is cited for the teaching steps/interventions but is incomplete (one but no more than 2 of the rationales is missing, or the resource citation is missing from at least one of the citations)||Rationale is incomplete and/or citation of resources is incomplete (more than two occurrences)||There is no rationale cited|
|Evaluation Method to Assess Obtainment of the Learning Outcome as Specified in Objective #2 is evident||An appropriate evidence-based plan/method is outlined to evaluate the obtainment of the patient learning outcome with resource cited from which the plan was developed||An evidence-based plan/method is outlined to evaluate the obtainment of the patient learning outcome but either the resource is inappropriate, unclear, or missing||A plan/method of evaluation is attempted but is not evidence-based and the resource used is missing or inappropriate||No evaluation plan is written
Resources for the Teaching and Learning assignment
Here are a couple of online resources that you can use to reflect on the components needed to be included in educating patients on giving themselves insulin injections:
Here is a resource that could be given to your patient to help them learn how to give themselves insulin injections. However, this is a good learning resource for you to use as the components to your own teaching plan on the topic.
Here is an excellent document that reinforces all the information that we talked about in class about the teaching/learning process including patient teaching. Everything you ever wanted to know about patient teaching is in this article.
Expert teaching self-insulin injection: