PATIENT TEACHING PLAN

Student: Svetlana Kuksgauzen

Date: March 3, 2015
Learner Assessment
Primary health problem: Acute Respiratory Failure
Learning need: what is a pressure ulcer and factors that increase its risks; what patient
can do help it heal and prevent in future.
Readiness: patient is ready to learn, listens attentively, and verbalizes key points.
Motivation: patient is eager to go home; she misses her dog; realizes that the pressure
ulcer will delay her discharge from the hospital.
Learning style: patient states she would like the information in writing.
Reading/Comprehension level: patient is a high school graduate, alert and oriented,
follows directions.
Barriers to learning: forgetfulness, anxiety, pain.
Nursing Diagnosis
Deficient knowledge about pressure ulcers and their prevention R/T inexperience with
prolonged hospitalization / staying in bed AEB patient stating I have been here too
long.
Learning Outcomes
Content Outline
Teaching Methods
Upon completion of the
1. Signs and symptoms of a
I.
1:1 discussion.
II.
Explanation/descrip
teaching activities, the
pressure ulcer:
a) redness;
tion.
patient will be able to:
b)
skin
damage;
III.
Answering
1. Correctly state
c)
wound
looks
like
questions.
two signs and
fluid-filled
blister;
IV.
Practice.
symptoms of a
d)
wound
can
look
V.
Printed materials.
pressure ulcer.
VI.
Show back
yellow, dark, or
2. Correctly identify
technique.
crusty;
two strategies of
e)
pain
in
the
area.
ulcer healing and
2. Healing and prevention of
prevention.
ulcers:
3. Demonstrate
a) eat healthy highcorrect ways of
calorie, high-protein
changing
diet;
positions in bed.
b) change positions
often;
c) ambulate often;
d) keep skin clean and
dry.
3. Correct procedure for
changing positions:
a) avoid
sheering/friction;
b) use pillow on bony
areas;
c) use side rails.

Evaluation
1. The patient correctly stated two signs and symptoms of a pressure ulcer.
2. The patient correctly identified two strategies of ulcer healing and prevention.
3. The patient demonstrated correct ways of repositioning; needs to be reminded to
hold on to the side rails and to avoid friction.
Documentation
Write a narrative note describing the teaching process.
Taught patient ways to help heal and prevent pressure ulcers using 1:1 discussion,
explanation/description, answering questions, practicing, providing a print-out, and show
back. Patient appears interested in learning; correctly verbalized signs and symptoms of
a pressure ulcer. Patient identified ways to help heal and prevent pressure ulcers
correctly; demonstrated correct ways of repositioning; needs to be reminded to use side
rails for pulling and to avoid friction.
Self-evaluation and Reflection
Strengths as a teacher: establishing a trusting relationship with a patient, re-teaching
and repeating multiple times, using prior experience of teaching on this topic.
Greatest challenge: patients anxiety, weakness, forgetfulness, pain.
What will do differently next time: provide more frequent reminders, allow more
time for practicing.
Resources
Care Notes System at ACH
Potter and Perry, 2013
mayoclinic.org
ucdmc.ucdavis.edu
guidelines.gov
sci.washington.edu