Question
1-My topic is Palliative/Hospice care
Please complete patient teaching plan first, a then use this plan to develop the visual teaching tool.
2- for visual teaching tool choose option 2 Educational Brochure I will be teaching at the local health fair
3-Please read pdf article and teaching methodology to fill out teaching plan and do the project
Solution
Patient Teaching Plan
Your Name: Date:
Purpose: The purpose of this Patient Teaching Project is to develop a patient teaching plan and create a visual teaching tool aimed at promoting health and preventing disease for a specified patient population.
Directions:
- This Teaching Plan is Part 1 of the Patient Teaching Project. You will use this Patient Teaching Plan to create a Visual Teaching Tool in Part 2 of this project.
| Patient Teaching Plan | |
| HEALTH TOPIC | ANSWER |
| State the topic you have selected for your Teaching Project.
(Please select from the list provided in the Teaching Project guidelines located in Module 4.)
Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale. |
The topic that I have selected is Palliative Care/Hospice Care.
This is an important topic for patient Education due to the importance of Palliative Care/Hospice Care as a source of comfort for terminally ill individuals. Patients should understand the value of Palliative Care/Hospice Care services to improve the quality of life (Bentur, Resnizky, Balicer, & Eilat-Tsanani, 2014). Therefore, education is necessary to support decision-making when a person or a relative is terminally ill and requires comfort during or after treatment. |
| POPULATION | ANSWER |
| Describe, in detail, the characteristics of the population you are planning to teach with the Visual Teaching Tool.
|
The population for the study are elderly terminally ill patients who are receiving treatment in a health care settings to help them in decision-making. The population will include cancer patients, especially in the third to the fourth stage of the disease since they require Palliative Care or Hospice Care more than any other patient population (Connor, 2017). Therefore, the teaching tool will target patients receiving care in cancer centers in the city. |
| BARRIERS | ANSWER |
| What are some potential learning barriers for this population of learners?
(Barriers might be cultural, physical, educational, or environmental. Refer to the assigned article in the project guidelines for more information.) |
I expect to encounter various barriers in educating the target patient population. Beagley (2011) reveals some of the common hurdles when educating patients, such as literacy, language, culture, and physiological issues. The specific barriers in the planned education program is the fact that the individuals are sick and old. There could also be cultural obstacles, such as the belief that members of the family should care for people when they become sick or old. The success of the program could also be hindered by language barriers and literacy since it will be delivered in English and the population has to read the brochure for understanding. |
| Describe how you could develop your Visual Teaching Tool in a way that will address these potential barriers.
|
I will create a visual teaching tool with large enough font for the elderly to see easily. I will use simple English to ensure that individuals with diverse literacy levels understand the content. The brochure will include a balanced number of images with text to improve their understanding (Marcus, 2014). I will use appealing colors, such as blue, to make the brochure inviting and interesting to read. |
| SETTING | ANSWER |
| Where do you plan to utilize your Visual Teaching Tool?
(Examples: primary care clinic, health fair, school, etc…) |
I will use the Visual Teaching Tool in a cancer center, which treats mainly aged individuals with different types of cancer. |
| Will you be teaching one-on-one, in small groups, or to a large crowd?
|
I will be teaching a small group of patients in the target setting to make efficient use of the available resources. |
| LEARNING OBJECTIVES | ANSWER |
| Write three specific learning objectives your visual teaching tool will address.
Example: At the end of this education, the learner will be able to list 3 benefits of regular physical activity. |
1. To ensure that the aged people with cancer are aware of the availability of Palliative Care and Hospice Care by the end of the teaching program |
| 2. To improve decision-making among elderly people with cancer when selecting their long-term care, such as choosing Palliative Care or Hospice Care. | |
| 3. To improve the quality of life of aged cancer patients by providing care through Palliative Care or Hospice Care by the end of the first month of making the decision. | |
| EVALUATION | ANSWER |
| Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting.
|
Evaluation is necessary to establish the effectiveness of the education program using the visual teaching tool. Therefore, I will collect data from the cancer center one month after educating the patients to establish the number who will have decided to receive Palliative Care or Hospice Care. The data will also reveal the level of improvement in their quality of life after beginning care in the Palliative or Hospice Care facility. I expect an increase in the number of patients transitioning from the cancer center to the Palliative Care or Hospice Care to continue receiving care that would be unavailable at home. |
| REFERENCES | ANSWER |
|
List any references used to create this Teaching Plan in APA format. (Hanging indent not required.) Remember to also use in-text citations within this document, when appropriate (Author, year).
|
Beagley, L. (2011). Educating patients: understanding barriers, learning styles, and teaching techniques. Journal of PeriAnesthesia Nursing, 26(5), 331-337. doi: 10.1016/j.jopan.2011.06.002
Bentur, N., Resnizky, S., Balicer, R., & Eilat-Tsanani, T. (2014). Quality of end-of-life care for cancer patients: does home hospice care matter? The American Journal of Managed Care, 20(12), 988-992. Retrieved from https://pubmed.ncbi.nlm.nih.gov/25526387/ Connor, S. R. (2017). Hospice and palliative care: The essential guide. New York: Taylor & Francis. Marcus, C. (2014). Strategies for improving the quality of verbal patient and family education: a review of the literature and creation of the EDUCATE model. Health Psychology and Behavioral Medicine: An Open Access Journal, 2(1), 482-495. doi:10.1080/21642850.2014.900450.
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