Acute_nurse-patient edecation plan
Australian English essay. APA 6 edtion. 2500 words +-10% (References and in-text citation is not included in the words count. All requirement and instruction are in the attached 3 files. It is very clear. Read the files and fallow it please. I hope I have the best possiable essay. Thank you.
Your Clinical Nurse Consultant asks you to develop an education session for a group of patients atrisk of a medical emergency. The aim of the session is to prepare the patient group for discharge byenhancing their knowledge and skills related to the self-management of the potential medicalemergency in their home setting.Critically discuss, with reference to evidence-based literature, the elements of an education plan for agroup of patients at risk of one of the following medical emergencies on discharge to their homeenvironment:a. Acute strokeb. Hypoglycaemiac. Status epilepticusd. Opioid-induced respiratory depressionThe education plan must include education strategies and content for delivery. You may like toconsider the following points in your assignment (please note these points are a guide only):• Education strategieso Learning goals, identification of learning needs, teaching and evaluation strategies,environmental and socio-cultural considerations.• Content of educationo Prevention, early recognition of signs and symptoms, actions when early signs andsymptoms develop.It is a requirement that you use the SafeAssign software for all written assessment items.Instructions are provided on Blackboard under Assessments/Acute Care. You can check a draftassignment as a guide to reducing plagiarism and correct any errors. A printed copy of the finalSafeAssign report must be attached with your assignment submission.Academic writing and referencingOne of the purposes of postgraduate education is to develop the knowledge and skills necessary toengage critically with the literature by exploring, critically appraising and synthesising information.A critical analysis is an approach that you should take to reading, writing and clinical practice. Itshould take you past the level of accepting everything that is written. In a clinical setting, criticalanalysis should assist you to find the best solution to a problem by exploring all the options logicallyand in depth. Applied to your writing, it means that you should analyse rather than describe.Therefore, you do not repeat or reproduce a collection of facts. The goal of writing a critical analysis isto take a position (either agree or disagree) based on a thorough assessment of an issue, not yourpersonal opinion. This assessment should highlight factors such as the differences between two ormore approaches to a problem, and the benefits and drawbacks of two or more options or positions ona problem or issue of concern. Most importantly, you should provide strong evidence to support yourposition. Evidence is, of course, appropriate literature support and logical explanation/argument.Criticism does not have the same negative connotation as in an appraisal, where the critic maycriticise or decry work. Criticism carries with it the broader connotations of discernment. Thisincludes all the interpretations that a number of different writers have contributed to the debatearound the particular issue that you are analysing.Some notes on writing a critical analysis1. Read widely (that is, from a variety of sources and authors) around your chosen topic. You needto be well informed before you can move into writing a critical analysis.2. Ensure that you present your position in a logical, organised manner and that there is:
Acute Nurse patient-education plan
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Introduction
Hypoglycaemia is associated with low blood sugar where the interaction of food consumption, insulin dosage and intensity of physical activities affect cycles of hypoglycaemic episodes (Clarke et al., 2009). Focusing on blood glucose levels helps to identify the risk of hypoglycaemic episodes occurring. Diabetes is a major predictor of hypoglycaemia, while intensive therapies help to manage the condition. In order to prevent long-term complications, it is important to focus on glycemic control as this may indicate the risk of hypoglycaemia (Moghissi, Ismail-Beigi, & Devine, 2013). In order to minimize hypoglycaemia complications then monitoring blood glucose, choosing the most appropriate therapy setting individualized blood glucose targets as well as implementing education (Rosssetti et al., 2008). This paper focuses on the education needs assessment goals of the hypoglycaemic education session as well goals, contents of the session as well as the teaching strategies relevant to the hypoglycaemic group.
Education needs assessment
Physiological, psychological and social cultural characteristics
One of the risks associated with hypoglycaemia is that the symptoms are often sudden. There is a need for patients at a high risk of hypoglycaemia to get broad education needs, with patient education meant to manage blood glucose levels and preventing complications associated with low blood glucose level. Patients with diabetes are at a high risk of hypoglycaemia of the condition is not well managed this is because there is absence of the glucose feedback control in diabetic patients. The physiological responses associated with hypoglycaemia are reduction in insulin secretion, and this is a defence reaction against falling glucose (Shafiee et al., 2012). Nonetheless, it is important to individualize the intervention in glycemic control, with nursing and patient education being critical to improving health outcomes (Shafiee et al., 2012).
Another response is glucagon and epinephrine secretion which are the hormones that defend against acute hypoglycemia. Glucagon acts to increase glucose production in the bloodstream unlike insulin which reduces glucose concentration (Dinsmoor, 2014). Patients with diabetes mellitus are non responsive to glucagon. Epinephrine may also increase glucose production, but it also lowers insulin-stimulated glucose uptake. At other times, there are neuroglycemic and neurogenic symptoms accompanied with cognitive dysfunction. As insulin secretion decreases so does the plasma glucose level, while secretion counter regulatory hormones like glucagon increases (Dinsmoor, 2014).
Equally, education needs related to the psychological effects of hypoglycaemia is important to improve patient outcomes. In many cases, hypoglycaemia distracts patients, and this can lead to numerous psychological effects. Anxiety, diminished happiness and at times distress associated with anxiety may be present. At other times, patients may be excluded from social activities as the feel embarrassed abut their condition and are unable to fully participate in social activities. With time hypoglycaemia may affect the families that also experience anxiety, depression and feel powerless to improve the situation (McCoy et al., 2012). Hence addressing, the psychological effects of hypoglycaemia helps to improve the patients’ quality of life as well as that of their family members.
There are also socio-cultural aspects that affect people with hypoglycaemia, besides psychological and physiological challenges. There is a need for constant monitoring of the blood sugar levels to minimize complications, as well as planning for exercises and food. Battelino et al (2011), assessed continuous glucose monitoring highlighting that has positive effect on reducing the intensity of hypoglycaemia. Additionally, the participants’ emotions and perceptions on blood sugar monitoring affect their decisions on self-management (Ong, Chua & Ng, 2014).The patients need to focus on lifestyle modification while also living with co-existing illnesses. Hence, there is a direct impact on the social lifestyle of patients, as they cannot engage in rigorous physical activities. This meaty is a barrier to social inclusion and integration especially for younger patients. Consequently, the education plan highlights on the philological, psychological and socio-cultural aspects of patient education.
Work environment
To facilitate effective dissemination of information financial, human and physical resources are necessary. The personnel charged with overseeing implementation and success of the education session includes nurses, volunteers to provide information to patients in patient groups. Hence, the participants who will facilitate the education session need to be present for the education plan to be successful. The physical resources include the reading materials, pamphlets, well as resources, teaching materials and venue. In any case, the workplace design as well as availability of resources improves quality in the work environment (Schalk et al., 2010). Additionally, the pamphlets are to be distributed to all participants and are useful for easy referencing. To enhance learning, the venue needs to be a quiet place, to minimize noise as well as distractions. It is necessary to seek consent form the management before rolling out the programme as this also enhances financial support of the education sessions.
Goals of the session
To improve management, then the short-term and long-term goals provide targets to be achieved in order to improve the patents’ health. The short-term goals focus on providing information to the patients to enable them to understand risks associated with hypoglycaemia. Additionally, it is necessary for the participants to understand how to use self-care management and reduce risk of developing complications, especially for those with diabetes (Iram, Rani., & Pais, 2010). To facilitate, this then assessment of factors affecting hypoglycaemia management will improve knowledge retention on the importance of understating the role of blood sugar levels in body functions. The rationale for this is that intensive insulin therapy is at times associated with increased cases of hypoglycaemia. In a study conducted by Arabi, Tamimi and Rishu (2009), patients with blood glucose level of were more likely to experience hypoglycaemic related deaths. The main strength of the article is that the authors conducted the study to assess how intensive insulin therapy was independently associated with mortality and hypoglycaemia in comparison to conventional insulin therapy.
Another important aspect is to assess knowledge about the risks associated with hypoglycaemia and the condition influences life including indulgence in rigorous physical activities as well as the role of meals (Fonseca, 2008). The effects of hypoglycaemia are sudden, and it is important to ensure that the patients can identify the causes of hypoglycaemia. In any case, hypoglycaemia unawareness is a threat to using the most appropriate interventions especially for diabetics (Bremer et al., 2013). Among older patients with diabetes, deteriorating cognitive functions may result hypoglycaemia unawareness, highlighting the importance of education. Even when the blood sugar levels is below 70mg/dl, people may not necessarily feel the symptoms especially for patients who have frequent low blood glucose.
Even though, the education session is meant to improve knowledge about hypoglycaemia, not all patients are likely to comprehend instructions. Hence, there is a need to assess whether the patients can read, write and communicate freely in English. Besides language barriers, the participants might not be in the right mental and emotional state of mind, as it could be difficult for some patients to comprehend the information because of underlying problems. Long-term exposure to severe hypoglycaemia may result to cognitive dysfunction (Asvold et al., 2010). The study by Asvold et al., identified cognitive function been affected in diabetic patients, showing that there is a need to further assess the impact of loss in consciousness on hypoglycaemic patients. Overall, the short-term goal will need to assess whether the education session is beneficial to improving self-care management, as physical attributes may hinder proper use of self-care procedures.
The long-term goal is to ensure that the patients have knowledge and skills on how to manage hypoglycaemia, and improve the health of patients. The training session also aims to improve integration into the society. This extends to addressing the physiological, psychological as well as the socio-cultural aspects of hypoglycaemia management. The role of family members in improving health outcomes is critical to the success of intervention. Ideally, the patients should be able to recognize the symptoms of hypoglycaemia make relevant decisions, as education improves personal empowerment (PR Newswire, 2009). Where possible follow up sessions are necessary to ensure that the patients are better able to identify risk factors and manage the condition. Overall, the success of the teaching sessions is dependent on reduction in complications and frequency of hypoglycaemia, and patient integration into the society.
Content of the session
Patients taking insulin therapy for diabetes type 1 and 2 are at a high risk of hypoglycaemia, but for patients with diabetes type 2, those at the later stages are more likely to experience hypoglycaemic episodes as the glucose feedback system is impaired. Because of impairment in the blood-sugar regulating systems, diabetic patients are vulnerable to low blood sugar levels and resultant risks and complications (Arabi, Tamim & Rishu, 2009). Physical morbidity is one of the most common outcomes associated with hypoglycaemia, but psychological effects of the condition and serious injuries may affect the patients. Hence, here is a need to address risks associated with hypoglycaemia and improve patient awareness on how to manage the condition and reduce risks.
In order to identify the most appropriate interventions to improve the outcome for hypoglycaemic patients, it is important to understand the predisposing factors. The risk of hypoglycaemia increases when there is participation in strenuous activities, skipping meals, unawareness about the condition as making unhealthy lifestyle choices like exercise drinking. Focusing on blood glucose fluctuation patterns helps in assessing the risk of severe hypoglycaemia, highlighting the importance of self-monitored blood glucose (SMBG) (Cox et al., 2007). Additionally, patient history as well as advanced age and stress may increase risk of hypoglycaemia. There is a need for patients to be aware about the condition as their choices affect the risks of hypoglycaemia, especially food intake and intensity of physical activities. Patients who lack knowledge on hypoglycaemia are more likely to suffer aggressive hypoglycaemic cycles becaus...