Asked by ProfLightning96946
??????PATIENT TEACHING For each of the following…
For each of the following scenarios, outline the appropriate patient teaching you would perform. First review the “Guidelines for Patient-Teaching Exercises” found at the battom of this page ??
1. SYPHILIS condition.
The physician has instructed you to give the patient the printed information and review it with her. A patient has been diagnosed with syphilis. The practice has printed instructions for patients diagnosed with this How do you approach this patient-teaching opportunity?
A young male patient has just been diagnosed with orchitis. The physician asks you to give him the printed information concerning this condition. How do you approach this patient-teaching opportunity?
3. PREMENSTRUAL SYNDROME (PMS)
A female patient complains of typical premenstrual syndrome symptoms. The office has printed information for patient teaching about this condition. The physician asks you to give the information sheets to the patient and review them with her. How do you approach this patient-teaching opportunity?
A young female patient has been complaining of intolerable menstrual cramps and other pelvic pain. The diagnosis of endometriosis has been made. The physician has written instructions for this condition. You are instructed to give the patient the printed material and review it with her. How do you approach this patient-teaching opportunity?
5. PREECLAMPSIA (TOXEMIA)
A pregnant patient has been experiencing elevated blood pressure and sudden weight gain. She has been diagnosed with preeclampsia. The physician has printed instructions for this condition. You are instructed to give this informa- tion to the patient and her family. How do you approach this patient-teaching opportunity?
??????Guidelines for Patient-Teaching Exercises
These exercises are intended to provide you with an opportunity to develop patient-teaching skills. The actual implementation of these skills is dependent on state practice acts and office policies. You have the responsibility to make yourself aware of your state’s practice acts and office policy before attempting actual patient teaching.??????
Once you have ascertained that patient teaching is within your scope of practice, you should check office policy for suggested protocol. Many offices have established guidelines for patient teaching, as well as printed materials to assist the health care professional in patient-teaching responsibilities.
* Most offices have patient instructions that are written on the encounter form at the end of the physician’s contact with the patient.
* As the patient signs out or before he or she leaves the examination room, the medical assistant reviews these instructions with the patient.
* Often the scheduling of a return visit is the only instruction the physician may write.
Other identified instructions may be the scheduling of additional testing or the inclusion of information about diets or prescribed medications. Although these instructions are a form of patient teaching, reinforcing patient instructions and obtaining patient feedback that confirms his or her understanding of the instructional material is usually considered an essential responsibility for any health care provider. You are encouraged to
review general principles of patient teaching as provided in the text.
* It is important to remember that the patient is a partner in health care and that patient teaching, as an ongoing process, requires interaction with the patient and his or her family or caregiver.
* Presenting the material to the patient must be done at the patient’s level of understanding.
As you approach each patient-teaching experience, you should have a goal in mind. Usually patients will express goals for a recovery or improvement in their health situation during the intake assessment procedure.
Encouraging input from the patient and family or caregiver in setting goals and delegating responsibility for suggested procedures or activities is in the best interest of the patient. The development of a trusting relationship and effective communication helps because individuals are encouraged to assume responsibility for their health and recovery.
The patient-teaching scenarios provided are possible patient teaching opportunities for the health care pro-fessional. The scenarios are presented for every chapter except Chapter 1. You should describe how you would approach the appropriate teaching activity for each situation. Certain patient-teaching opportunities could be duplicated because many teaching concepts are generalized for similar conditions.
Once wound care has been explained, it is not necessary for you to repeat this type of instruction in a detailed manner in similar scenarios. Daily weights and requirements for taking medications at the same time every day are examples of patient-teaching opportunities that apply to many
Biology Science Physiology NURSING NUR 2063
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