1. Client will understand the need for the new regimen by 11/18/15.
2. Client will be able to identify resources that may be used if assistance or support is needed following discharge by 11/20/15.
3. Client will demonstrate how to correctly count carbohydrates and administer the correct amount of insulin by 11/20/15.
1.1. 11/17/15 EBN: Assess the clients desire and ability to learn about the new regimen by talking with the patient when he is fully awake once and PRN by 11/18/15.
1.2. 11/17/15 EBN: Use teaching techniques that are individualized to the patient focusing on their priorities and preferences assessed by patient statements by 11/18/15.
1.3. 11/17/15 EBN: Teach client reasoning for new regimen in multiple different sessions using multiple different techniques assessing patients
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3.3 11/17/15 PP: Have the patient count his carbs for each meal he receives in the hospital for practice and correct patient PRN by 11/18/15. 1.1. EBN: Learning ability and readiness varies with each patient and changes according to the situation the patient is in. The nurse is the patient advocate and spends the most time with the patient, so the nurse is able to most accurately assess the patient’s learning readiness.
1.2. EBN: Individualizing teaching methods according to client preferences have positive outcomes.
1.3. EBN: Using multiple different forms of education over multiple different teaching sessions in elderly patients is seen to be more effective due to energy levels decreasing over lengthy time and attention span decreasing over time. Short frequent information sessions with pertinent information have been more effective.
2.1. EB: Clients who have an extended follow up and social supports are less likely to experience a lapse in their regimen and are less likely to readmission.
2.2. PP: Patient will be more likely to contact assistance if the numbers and contact information are readily available and easy to