Patient/Family Medication Teaching Plan
Today a 19-year-old patient named Matt presented to the ER with lethargy, excessive thirst, recent unexpected weight loss, fever, and complaints of frequent urination. Upon arrival the patient’s vitals were taken and documented as temperature 101.6, heart rate 99, respiratory 22, blood pressure 119/76 and blood oxygen levels were at 99%. Matt is a healthy young male who is an active athlete on his schools cross-country team. Being a college student he eats the typical college diet of premade food and claims he has a handful of beers each week. After assessing and observing the patient it is documented that the patient is diagnosed with type 1 diabetes and urinary tract infection. The nurse will now explain
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The first concern to address would be the proper education on how to complete an insulin injection and check blood sugar monitoring. Then address the medications and possible side effects. Next address what the diabetic diet consists of for the patient. Lastly, address the patient’s cross-country team and his ability to continue on with athletics. The reasoning behind assessing the concerns in this order is to address the most crucial concerns first. With type 1 diabetes checking blood sugar and giving insulin injections is going to become a part of the patient’s daily routine so it is imperative that they properly know how to do this. Side effects are always a big concern when giving medication and it is important that the patient knows what is expected and what is not expected from a medication so that they can come in to see a doctor is any adverse symptoms arise with taking the Insulin for type diabetes or Bactrim for urinary tract infection. It is also important that the patient knows what foods are going to help or hurt them with type 1 diabetes. Lastly, it would be important to address the patients concern about if they will be able to run cross-country because this is something that is important to them (Gentile, 2011, …show more content…
First educating the patient on type 1 diabetes and urinary tract infection would be verbally implemented. Once the patient has a background on what was happening to their body education on the medication that would need to be taken to control type 1 diabetes and fix the urinary tract infection would be explain. Then how to appropriately inject insulin and take blood sugar would be taught and ways of how to prevent a urinary tract infection for the future would be addressed. Lastly, the proper diet for a diabetic would be addressed. Written instructions would be given to the patient and a follow up date would be made to evaluate and see how the patient is handling all of the new medication and patient teaching (Vera, 2013,
Risk for Infection Next, by implementing the VAP bundle, it did help to prevent further decline. All aspects of the bundle should be continued; the Heparin, sequential compression devices, oral care, Pepcid, and all other bundle activities. Having the head of the bed up was essential to prevent VAP, but it did end up making her body move to the foot of the bed. Pillows were used to help keep her further up and off the side of the bed.
Moreover, I held the health education for them and helped them learn to use the blood sugar monitor correctly. I also presented several examples to explain the seriousness of exacerbating diabetes. Patients will have many complications, such as diabetic retinopathy, diabetic cardiomyopathy, diabetic nephropathy and etc. Furthermore, I demonstrated how the blood sugar monitors work face to face. Make them understand that it is very useful and convenient for them to know well their blood sugar level, what is more, to control their health at any
Working in a renal/urology medical-surgical unit, it is a challenge for both the nursing staff and nursing administration to have readmissions due to fluid and electrolyte imbalance from patients with ESRD and CHF. In my own experience, patients who have been in and out of the hospital for the past six months to a year are at a higher risk of acquiring nosocomial infections resulting in a weaker immune system to an already compromised one, as well as longer hospital stay. Readmissions from these patients pose as a physical, emotional and financial strain to both patients and/or their families. Additionally, readmissions within 30 days for patients with CHF poses as an additional cost for hospitals as there is reduced Medicare payments for Inpatient
I will begin the session with introudcing myself as a occupational therapy student from Saginaw Valley State Unviersity. I will inform the participants that I am here today to discuss proper management of their medications. I will also explain that participants will be taught how to read a prescription on a medicine bottle and properly fill out a pill organizer. The participants will make achievable goals that will start them on the right track to a healthier life as well.
The patient is a 52 year old female who presented to the ED via EMS with bizarre behaviors. Per documentation neighbors found the patient screaming in her house. Per documentation LEO found the patient attempting to drink a closed bottle of alcohol hand sanitizer fluid. Patient presents with disorganized thoughts and irrelevant subject matter when asked questions about behavior upon arrival. Nursing staff was asked about status before the assessment and reports improvements in the patient bizarre behavior.
In my facility, the safety of our patients is our top priority. We use a set of interventions using clinical indications to ensure the safety of patients with indwelling catheters. These indications are strict intake and output (I&O), patients monitored for acute renal insufficiency or failure, sedated patients with critical illness, and neurological patients monitored for syndrome of inappropriate antidiuretic hormone (SIADH) or diabetes insipidus. Patients suffering from acute urinary retention, or bladder outlet obstruction with the inability to void, as well as select surgical patients, are also indicated.
Diabetes is three times more common than 20 years ago. Mortality, even with the increase in incidence and prevalence the mortality rates have remained reasonably unchanged. Diabetes is the 8th leading specific cause of death for both males and females accounting for 1,923 deaths or 2.7% of all deaths in males, and 1,887, or 2.8%of deaths in females. Diabetes is also a contributing cause of death in about 10% of all deaths for both males and females. The trends in death rates of diabetes as the underlying cause increased from 15.8 to 16.5 per 100,000 between 1980 and 2007.
Acknowledgements: I would to express my grateful thanks to my academic supervisors: Dr Jane Ryan from Cardiff and Mrs Zakiya AL Mamari for OSNI for their guidance, encouragement and direction to accomplish my projects. I would also thanks to the technicians of the library for helping me of choosing appropriate books for my projects. Additionally, special thanks of the diabetic staff nurses from the Boucher Poly Clinic and Diabetic and Endocrine Center for providing me with information during my searching for statistics. Secondly, special thanks for family: my mother, father, brothers and sisters for supporting me to continue my study in Cardiff University.
The immense amount of work I do daily just to function is invisible to most. No one sees the struggle but diabetes Is relentless and demands me to be attentive to it every hour of every day. Diabetes is certainly debilitating, demanding, and draining; however, I have still found positives in my disease. Type 1 Diabetes has given me tremendous strength, motivation to live healthy, a better perspective on life, and purpose to my future. After living 10 years with diabetes, I have learned plenty about how my body does (and unfortunately doesn’t) work and how to keep myself as healthy as possible.
On 8/2/2015 SO EMT Perez was dispatched to FC-505 regaurding general sickness. SO EMT Perez knocked and announced his presence at the door and was greeted by the residents spouse and then to the resident in question, a Mrs. Barbra Myers. Mr. Myers stated that Mrs. Myers was feeling unwell for the past couple of days but today she was acting unusal and slurring/mubling her words and all around acting uncoordinated. Mrs. Myers seems to be somewhat disorientated but is answering all questions appropriatly. SO EMT Perez performed and assesment which revealed the following; Blood Pressure 148/72, Pulse 101, Spo2 96%, Mrs. Myers is very hot to the touch but does not appear to be perspiring, SO EMT Perez recieved a temperature reading from Mr. Myers '
She asked the teachers to take care of as much of the student’s health care needs as possible within the classroom, before sending the student to the nurse. Furthermore, educators are allowed to give students mints, apply vaseline to minor cuts and scrapes, and provide bandaids. The school nurse also took the time to hand out medical supplies such as bandages, wipes, etc. to the teachers so they could replenish their emergency kits. In addition, the nurse asked the teachers to please be specific when there is an emergency and a nurse 's presence is required. She says it helps if teachers provide the name of the child, the symptoms of the child, and where the child is in the school to better assist the nurses in providing help to those students as quickly as possible hassle free.
The patient educational material on how to use BNX was developed following standards for providing patient medication education [Pantalon et al, 2004]. The education materials covered the main elements required for patient counselling as follows: i) What is the medication and why has it been prescribed ii) Expectations from treatment iii) How to use the medication and what is expected from the patient while on Suboxone® iv) How to monitor response v) What are the anticipated adverse events and alarming signs necessitating seeking help vi) What to do if a dose is missed and suggestions to help with forgetfulness vii) How to store the medications, viii) Any medication or food interaction [BUP prescribing information] Following the
Student Learning Outcomes Upon completion of the teaching initiative, undergrad nursing students will be able to: 1. Identify two indications and two contraindications for Foley catheter insertion. 2. Discuss catheter-associated urinary tract infection & apply evidence-based principles for inserting and removal of a catheter. 3.
Investing my time in the care of my patient gives the opportunity to not only assist them in a difficult situation, but also to learn more about their diagnosis and the treatment, while comparing it to what we have learned in class. For example, I had a patient that suffered from Sickle Cell Disease and came to the ER during a crisis. Correlating this case to the books and the content learned in class, these patients receive at least 1000 mL of fluids, pain medication, and oxygen. Additionally, I had a patient with meningitis. This individual presented with common symptoms such as nuchal rigidity, muscle pain, fever, and chills.
Nursing interventions revolved around patient education as Mr. L lives in the community, he needed to receive the appropriate information. The teaching information came from the Centers of Disease Control and Prevention guidelines on neutropenia and risk of infection (2015). The patient taught about the importance of hand hygiene, to avoid overcrowded areas and people with respiratory infections, and he was instructed to wash raw fruits and vegetables thoroughly before consumption (Neutropenia and Risk for Infection: What You Need to Know, 2015). The patient was taught signs as symptoms of infection such as: fever, chills and sweats, new cough, and shortness of breath (Neutropenia and Risk for Infection: What You Need to Know, 2015). The patient