Teaching Patient To Administer Injection †Myassignmenthelp.Com

Question: Discuss About The Teaching Patient To Administer Injection? Answer: Introduction This teaching plan will highlight on educating a patient with self administration of clexane injection. The clexane injection is a type of heparin based injection that will be administered to treat blood clots. The teaching plan will help the patients self-administer the drug that will be effective in reducing the blood clots. The teaching will be directed to the patient who recently had valve fitted after surgery. This will help to address the bleeding problems in patient (Kamel, El-Faissal, Aboulghar, Mansour, Serour, Aboulghar, (2016)). The teaching will be done for the patient by the Business along with patient being offered on an educational pamphlet. The teaching plan in nursing practice will play a vital role in monitoring and thus educating the patients about the safe use of clexane injection. The education style of the nurses depend on the patients learning style. (Peter, Robinson, Jordan, Lawrence, Casey, Salas-Lopez, 2015). There will be learning context, learning type, learning aims, and outcomes, teaching strategies, methods, anticipated strengths and limitations. The teaching plan will also follow an evaluation plan, summary and conclusion. The main focus will be to teach about appropriate dosage preparation, drug administration, choosing the site of administration and method of giving the subcutaneous injection (Ryan, Lara, Porter, Kaiser, 2016). Learning context setting The topic in which the nurses will conduct the teaching is the manual of handling the syring with correct dose of clexane injection. The teaching program will be made in the small hospital in the patient room. Face to face teaching will be supported with internet resources and pen and paper to keep note about the methodology. The teaching session will take place in the hospital of the rural area. The teaching of self administration of clexane drug will be very effective there as direct interaction with patient will be possible. The direct teaching will help them to clearly understand the technique to subcutaneous injection and the dosage that is to be used (Richardson, Percy, Hughes, (2015)., 2015). The health organization will give full support and involvement to making the learning procedure a success. The teaching will be conducted face to face with the patient by showing the demo of using the self administration of clexane injection (Krashen, 2014)). The nurses can use the resource of an internet to give the patient the appropriate context of learning. The learning should be done face to face that will help them understand more on the procedure. The patient can even clarify the doubts when required. Such a learning context provides patient centered positive outcomes. Learning needs evidence For patients, having clear knowledge about safe medicine administration is important to prevent adverse drug event and avoid any complications. The teaching plan will aim to focus on addressing clients lack of knowledge in the area of self administration of clexane injection (Breathnach, Karip, McCoy, Cleary, Quinlan, 2016). There can be potential harm associated with self administration of the injection like for example if the correct dose is not given the clots may not dissolve properly(Eur Thornhill, 2016). Thus the teaching plan is to be constructed such that it will teach the patient with correct usage of the syringe. As the blood clots are regular issues after surgery, the injection of clexane dose is required extensively. The correct use of intake of a dose is to be taught along with that. The teaching will assure the use of the correct method of handling the syringe for self administration before and after the surgery(Ciftci Avsa, 2017). This skill needs to be taught other wise the clots will not be treated properly. There is evidence of the wrong dosage of clexane leading to constriction of blood vessels. Thus correct dose of cleane should be administered. There are also problems related to the wrong administration of injection leading to problems like sites of injections can be itchy and bruised, hard lumbs that could cause bleeding. Learner type The learner in this nursing education is going to be one patient based. The patient belonged to aboriginal in origin, thus had different socio cultural background. The learning needs are to considered before the teaching session. The nurses should have to understand beforehand if they are willing to understand the topics. In this context they must be culturally aware of the beliefs of the Aboriginal patient and deliver the teaching accordingly. If the patient is not willing to understand then the nurses can socialize and talk to the relatives and family members. The teaching plan is going to help the nurses to set up effective goals in managing the clots. The socio cultural background of the patient is to be considered before the teaching plan. The learning focuses here mainly on the learner who had undergone heart surgery after a stroke. The nurses must be well aware of the allergic condition of heparin, presence of bacterial infection. They are going to guide on the medicaments tha t cannot be used while taking clexane like aspirin. The patient needs to be evaluated in the teaching session to see if the patient is able to fulfill the learning needs. Nurses here will understand the anticipated gaps that can come with knowledge and skills. The readiness of learning of the patient should be noticed. The technique that the nurses can use here is the teach-back method (Mahramus, Penoyer, Frewin, Wilson, Sole, 2014). In this way the nurses through communication will confirm if the patient understood what was explained. The teach back method is done in such a way that is to make the patient repeat what was said. Learning aims and outcomes For the learning outcomes and aims one can set up the SMART goal. The realistic teaching goals will be made by using the principles of SMART techniques. Specific- To teach patient centered use of self administration of clexane injection safety. Measurable- The teaching plan will involve single patient. Achievable- The aim is achievable as it will be treating the patient with blood clots Realistic- The self administration of the clexane drugs are going to be useful in the reducing the blood clots anytime at critical conditions. Time bound- The teaching goal will be achieved by the end of August. The learning objectives of this teaching The learning objective is demonstrating the correct position of subcutaneous site and how to handle the needle correctly. The outcome of the learning technique This will be helpful for the patient to learn the technique in subcutaneous injection , identifying the correct injection sites, copying with the need for the correct use of dose and the affective outcome and the psychomotor outcome of the injection.(Mengiardi, et al., 2014). Teaching theories and strategies The learning theory that the nurses can use in the teaching is the behaviorist learning theory (Moon, 2013). This will be specific learning theory as it is to be done with the ground of addressing a specific condition of one patient. The teaching theories and strategies will be dependent on cultural awareness. The nurses before introducing any teaching plan they should construct the teaching plan based on the observable situation of the patient (Masters, 2015). The method they can include is showing them computer presentation of the manual of handling the subcutaneous injection. Such presentation may be useful for trapping the attention of the patient and the patient can absorb well. The nurse must fix plan accordingly. For this as mentioned, the nurse, needs to be must be culturally competent(Alligood, 2014) . The teaching session must be made interesting so to attract the patient in learning the health conditions and understanding the usefulness of self administration of clexane wh en required. The nurses must consider the weakness, limitations, and strengths while conducting their teaching. They can even include the family members in this. The teaching plan is going to be made on the basis the following (Grzegorski, Andrzejewska, Ka?mierski, 2015): Demonstrating the patient with correct technique for using subcutaneous injection Regular checking of blood pressure Discuss on the possible injection sites Using of the patient literature to explain the techniques Discuss on the correct disposal of injections To teach on the correct storage of the clexane drug. The overall plan of this teaching session is that the patient is going to gain knowledge and skill in self administration of the correct dose of clexane injection at the emergency time. Anticipated strengths and limitations There may be challenges faced due to the limited time to have the education discussion with the patients. The economic resources required in the field may not be found. The major strength for the nurses will come if the management in the organization health care support the team with the teaching plan. The managers must allow for the peer education of the nurses about the clots and the use of the correct dose of clexane in the situations. The right training of nurses are required as this is useful to help the nurses to give the correct teaching on easy use of the injection in self administration. The major strength focuses on the communication and good rapport that will be gained with the teaching sessions. The challenges that are faced with the teaching plan can be resisted by using the alternative resources if available. The nurses must very well study the backgrounds of group of patients that will be approached. Evaluation plan The effective teaching can be ensured with proper evaluation program. The evaluation can be self centered showing the way nurses themselves are capable for conducting the teaching plans. The other can be overall evaluation (Keating, 2014). This is done by evaluating the overall nursing procedures of teaching. According to the evaluation in health care education, by Bastable 2016, we can review about the evaluation procedure. The evaluation process here will depend on the education process, decision making process (Bastable, 2016). These will follow the procedure of gathering, summarizing, interpreting and using those data to determine the extent by which the teaching procedure will require update in action. In this cyclic technique way both the teaching and learning can be judged. This is effective to judge the interventions that are taken to teach the patients on the manual of handling the injections with clexane drugs. The effective evaluation plan done with evidence based study wi ll help them to understand their strength and weakness in the plan (Shin, Park, Kim, 2015). Evaluation plan will judge all their requirements and challenges they are facing in this teaching session (Jeffreys, 2015). Conclusion This report has presented the summary of the teaching plan that is related to the self administration of clexane injection. This teaching plan is conducted for one patient. It will give the patient the correct idea of handling the subcutaneous injection of clexane drug. This is going to teach the patients about the right dose of a drug and the time to use it. This will aim to provide all the requirements of an importance of learner context, learning need evidence, learner type, learning aims outcomes, teaching theories, strengths weakness, and the evaluation plan. The main aim of the teaching session is that it is going to deliver holistic one patient centered treatment in managing the clots by self administering clexane when the conditions required. The use of the teaching strategy of the nurses like teach-back method will ensure the nurses if the patients had understood the teaching that was delivered to them. The learning that is required here is the behaviorist type followed by t he environment that is dependent on the current cultural belief and condition of the patient. References Alligood, M. R. (2014). Nursing theorists and their work. Elsevier Health Sciences. Bastable, S. B. (2016). Essentials of patient education. Jones Bartlett Publishers. Breathnach, O., Karip, E., McCoy, G., Cleary, M., Quinlan, J. (2016). 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