Discharge Teaching Plan Analysis

Discharge planning is used to create a plan of care for a patient who is leaving a care setting. An evaluation is done to determine the patient’s continuing care needs once they have left the care facility. When patients are send back home or to a facility that does not require full time nursing care assistance, programs need to be put into place to ensure that the patient is receiving the proper continuation of care post discharge. Proper discharge planning can decrease the chances of a hospital readmit, help in recovery, ensure medications are prescribed and given correctly, and adequately prepare family or caregivers to assume proper post discharge care. According to the Family Caregiver Alliance, “It is important, not only for patients, but family

This week’s reflection paper focuses practice-based evidence and the operation of the theoretical framework of person-in-environment as each relates to discharge planning at UMPC Mercy Detoxification Unit (UPMC-MDU).

The hospital that I worked for while working as a case manager was not in network with Kaiser Permanente. It was also the time when the hospital started to hire hospitalists to manage patient care while they are a patient in the hospital. It actually worked out because it filled in the gap in patient care. The hospitalists were acting as the patient's primary care provider. Kaiser as with many other insurance have a case manager designated to ensure that the patient is meeting criteria not only for an inpatient hospital stay but for the level of care they are receiving as well such as ICU, Stepdown, or Med-Surg. I would have to give them an updated clinical information daily or every 3 days depending on the severity of illness. As a case manager, I was responsible for discharge planning and I preferred to transfer the patients to

Ineffective discharge teaching often leads to unnecessary admissions to the hospital resulting in negative patient outcomes and decreased patient satisfaction. This negatively impacts the well-being of the patient and creates a financial burden on institutions. As a result, this universal practice issue requires a call to action on the part of the nursing profession. Nurses can proactively assist in assuring incidents of readmission do not occur. Nurses as educators play a critical role in the successful transition of patients from hospital to home. The overall goal of discharge education is to ensure there is an exchange of critical information between the patient and nurse in which plans of care are understood and followed. The research

A master plan of evaluation serves to meet the expectations standards of academia. The plan is designed to track and measure the success of the planned outcomes and organized around an evaluation model and theory set by the program designers (Keating, 2015). Furthermore, as a systematic and written document, the master plan is usually based on evaluation frameworks, which guide the activities for gathering and analyzing data. The plan provides the tools for continuous evaluation to identify successes and shortcomings of the program (Ellis, 2016). In continuation, this paper will present the third part of the course project outline for the Southeast region curriculum plan. The paper will focus on the evaluation approach that will be used for Tampa General Hospital’s (TGH) 2016 Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) Improvement Education for Bedside Nurses Program. The paper will describe the selected curricular components to be evaluated, demonstrate how The Three Cs Model will serve as its framework, explain chosen evaluation strategies, and intentions to seek approval as a continuing education provider and conclude with the basis for the Master Plan of Evaluation.

Type 1 diabetes (DM 1) results when beta cells of the pancreas are no longer making or secreting any insulin. As a newly diagnosed 21 year old this is a life- altering diagnosis. It is very important to take every patient’s age into consideration for patient teaching, however as a 21 year old I may base my teachings in a different way. For example, it is very important to know about the patient’s lifestyle, if he or she is away at college, ‘normal’ eating habits, alcohol consumption, and even class schedule. Taking all of these components into consideration can really help aid toward teaching the patient toward their medication regimen, and the overall new diagnosis of DM 1. Before teaching begins, the nurse should assess what the patient already

The review of literature section will define diabetes and prediabetes, identify the prevalence and major risk factors for diabetes, and present behavioral changes that can reduced the risk of developing diabetes. This section discusses the types of presentations and teaching methods that have been utilized in diabetes prevention and the health belief model. The final paragraphs in the review of literature present the learning theory and delivery method of instructional designs, which are ideal for a diabetes prevention program.

Learning objective #2: (Affective) patient will be able to verbalize the benefits of maintaining acceptable blood glucose levels and the importance of taking insulin exactly as prescribed.

Many different professionals (stakeholders) were involved in the development and clinical trial of the toolkit. Discharge Educators (DEs) were registered nurses, social workers, case managers among others. The main stakeholder was the Boston University Medical Center (BUMC) staff. The Agency for Healthcare Research and Quality (AHRQ), and the National Heart, Lung, and Blood Institute (NHLBI) funded the RED project. The patients and family members are stakeholders. Although the target users are stated, the toolkit does not specify whether the views of the target population were sought.

This 55-bed facility is part of a large children’s hospital with a family-centered care philosophy that strives for good patient outcomes and satisfaction. Family-centered care includes parental involvement, education, and hands-on experience which starts as early as possible in the hospital stay (Raines & Brustad, 2012). A more structured discharge process based on family-centered care should include thorough documentation, nurses who are knowledgeable in parental education, and a functional discharge process to address the decline in parents’ perceptions of discharge readiness (Adama, Bayes, & Sundin, 2016). The described NICU will be the project site and improving the nurses' knowledge regarding effective discharge preparation will be

The nurse should act as a facilitator, creating an environment conducive to learning that motivates individuals to want to learn and makes it possible for them to learn (Musinski, 1999). The assessment of learning needs, the designing of a teaching plan, the implementation of instructional methods and materials, and the evaluation of teaching and learning should include participation by both the educator and the learner. Thus, the emphasis should be on the facilitation of learning from a nondirective rather than a didactic teaching approach (Knowles, Holton, & Swanson, 1998; Musinski, 1999; Mangena & Chabeli, 2005; Donner et al., 2005).

The goal of this teaching plan is to increase the amount of people who are diagnosed with diabetes that have been formally educated about diabetes, obesity, the underlying risks, and prevention. This teaching and learning process involves a series of learning objectives (behavioral and cognitive). The objectives are: participants will verbalize and understand the importance of a healthy diet and physical activity, verbalize and understand the risk factors of obesity and diabetes, and demonstrate a good understanding of the of timely

Patients diagnosed with Diabetes have very wide-ranging learning needs. These learning needs are concentrated on managing their glucose levels and preventing complications associated with diabetes. The learning points for managing diabetes are multifaceted and include: monitoring blood glucose levels, food/nutrition planning, physical activity, skin care, medication education, knowledge of the disease process and how to handle hypo/hyperglycemic incidents. It is important to inform a patient that being diagnosed with diabetes requires lifestyle changes, especially in the areas of nutrition and exercise. Making changes is one of the greatest challenges patients will encounter in managing their diabetes. The main goal of a holistic teaching

Nurses often wonder what happened to their patients after discharge. Did they go for follow up care as advised? How is their disease progressing? What were the results of their testing and how are they coping with the prognosis? Nurses bond with patients at the bedside and our concern extends long past discharge. The ability to provide support, advice, and education to patients in their own environment would help them maintain control while allowing the nurse to fulfill their professional role with autonomy.

Using the seven key principles of the hospital discharge process devised by the Department of Health (DH, 2003), this case study will critically analyse the process of an elderly patient who was discharged from a local acute trust. It begins by providing a definition of discharge planning, before providing a brief biography of the patient, including a rationale of why this patient was selected, details of her past medical history, reason for current admission, any issues raised and details of any care provided. Throughout this case study, in accordance with the Nursing and Midwifery Council (NMC, 2008) and the Data Protection Act (1998), the patient shall be referred to as Mrs. Blue to maintain anonymity. Although the