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Teaching Plan

Create a case study for a patient who has knowledge deficit in a specific area. Then develop a teaching plan (care plan) for the patient in your study
Introduction
The specialized role of nursing in educating diabetic patients began approximately thirty years ago (Boswell, 2007). Exposure of patients to relevant education about their health enables them to make accurate decisions regarding their health behaviors. Nurse educators aim at encouraging patients to seek informed medication for their illnesses while encouraging them to comply with treatment regimes that promote healthy lifestyles. The emergence and growth of advanced nursing practices have led to the expansion of direct care component to incorporate the aspect’s medical care while maintaining patient education (Goldman, Shah, Greenberg & Cogen, 2012). The nurse practitioner model creates enhanced patient-nurse relationships, which provide both self-care education and cancelling within the context of disease state management. The nurse teacher for a diabetic person needs to assess the patient’s needs, predict the expected outcomes from the teaching, and develop intervention plans based on a suitable nursing theory.
Patient Assessment
            Albert Boyle is a 69-year-old  man with five-year  history of type 2 diabetes (Spollett, 2003). The doctors diagnosed Joseph’s condition in the year 1997. Two years prior to diabetes type 2 diagnoses, Albert Boyle had symptoms indicating hyperglycemia. Albert’s fasting blood glucose ranged between 118-127 mg/dl (Spollett, 2003). The doctors advised Albert to lose at least 10 lb of his weight, but he did not take any action. The family physician referred Albert Boyle the diabetes specialty clinic where he reported recent weight gain, foot pain, and suboptimal diabetes control. Albert’s attempts to lose weight through increased exercises were not successful. Albert takes 10 mg of atorvastatin daily for hypercholesterolemia (Spollett, 2003). He took gymnema sylvestre, pancrease elixir and chromium picolinate with an attempt to improve his diabetic condition; however, he stopped these supplements because he did not see any improvements (Spollett, 2003).
Albert Boyle does not test the levels of his blood glucose at home because he does not belief that this condition would help him improve his diabetes control. Albert questions the benefits of knowing the numbers since after all the doctor is already aware that the sugar level is high.  Albert Boyle does not have knowledge of diabetes self-care management, and expresses that he is worried about what causes his diabetic condition since he does not eat sugar. Albert has been physically active by playing golf once in a week and gardening; however, he has reduced more than 3 lb of weight (Spollett, 2003). Albert has neither consulted a dietician nor been instructed in self-monitoring of blood glucose.
Defining Characteristics
Albert Boyle has a misconception about the approaches to improve his health status. He does not believe that knowing his health status can help him manage his diabetes control. Albert argues that there is no need of him of knowing his blood-sugar level; he claims that the doctors already know that the level of sugar in his body is high.
Another characteristic of Albert Boyle is that he does not demonstrate self-care skills concerning his diabetic controls. Albert is not aware of the critical skills that are required to control his blood sugar. Albert does not believe that he is diabetic. This is evidenced by the fact that he questions the source of the condition, and he does not eat sugar. Albert is ignorant that direct intake of sugar does not cause diabetes. Diabetes results from two factors: when the pancreas fails to produce insulin, and when the cells fail to respond to the insulin that is produced (Boswell, 2007). This leads to accumulation of blood sugar in the body.
Related Factors
            Patients with diabetic conditions have extremely comprehensive learning needs. The diabetic patients’ needs focus on informing them proper measures of managing their sugar levels and preventing their diabetic conditions. Learning needs of these patients include menu planning, skin care, medications, knowledge of the disease process, monitoring sugar levels and management of hyperglycemic episodes (Goldman, Shah, Greenberg & Cogen, 2012). Accessing knowledge about the management of these needs is one of the greatest challenges that patients encounter. The factors that make the process of learning difficult include limited intellectuality, inability to initiate and implement copying strategies, lack of motivation to learn and inattention.
Most diabetic patients experience intellectual limitations in the medical field. Patients do not understand the measures and treatment strategies available for managing their conditions. Albert Boyle is a retired man ageing sixty-seven years old, but he is not informed about control of his condition.
Albert Boyle cannot initiate strategies to manage his diabetic conditions. Albert sounds as if he has given up in dealing with his condition. His expression that there is no need of knowing the values of his blood-sugar level shows that he is disinterested in managing his diabetes control (Spollett, 2003). This is an indication that Albert is unable to cope with his current state of diabetes and implement strategies to limit its adversities.
Albert could be one of those patients who are not motivated to learn new self-care skills. Albert’s wife regularly does research in the Internet to find out if there are new medications for diabetes. The information about measures of controlling and managing diabetes is aired daily in radios, televisions and the Internet. Several agencies also publish periodical newsletters focusing on enlightening diabetic patients. Albert, however, might not be motivated to learn since he has no hope for living.
Inattention is another factor related to Albert’s current state of awareness deficit. People who want to learn do pay attention to the information that medical professionals spread through both electronic and print media. Most people like watching, listening or reading specific topics. When information about health care is aired or printed, these people lose attention. This factor leads to ignorance among the people and cultivates further fallacies about self-care.
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