Teachin Learning Paper

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Title Teaching and Learning on Insulin Injection

Rivier University

Introduction

A teaching plan is an important tool to enhance patient care. The plan includes general overview of the disease, treatment procedure and self-care (Funnell and Freehill, 2018). In this paper, I will outline the teaching plan for diabetes patient placed on insulin injection. The paper will highlight the demographic characteristic of the patient, patient selection criteria, identified learning needs, nursing and diagnosis, implementation, and procedure of evaluating patients learning outcomes.

Demographics

P.W is an Obese Class III patient admitted to hospital on 20th April 2019. The 50 year old patient of African-American origin was diagnosed with high blood sugar at age 45. The patient is 5 feet 10 inches and weighs 299 pounds her BMI is 42.9kgs/m2. P.W is admitted due to severe case of nausea, diarrhea and vomiting. These are symptoms of neuropathy, specifically damage to nerves that regulate digestion. The patient is under oral medication. P.W uses tests strips and a Lancet device to measure blood sugar. Doctor recommends patient to be under observation for two days. The patient treatment regime is to change from oral medication only to incorporate insulin injection.

Criteria for patient selection

I observed that the patient was not keen on self-care. She indulged in junk food and hardly involved in physical exercise. Prompting her to walk around the ward resulted in severe shortness of breath and light-headedness. She also reported recurring back and knee pain. The patient portrayed signs of severe depression. It was important to teach the patient the importance of blood glucose regulation. I explained what blood sugar was and the diseases associated with high levels of blood glucose. This case drew my attention because the patient needed more than medication. She needed to be conscious of the consequences of self-neglect, and learn how to manage the disease with insulin injection.

Assessment of learning needs

Learning needs include ways of identifying and managing symptoms of high blood sugar. The patient lacked adequate knowledge on how to monitor blood sugar, dietary plan to follow, and self-administering of insulin. The patient admitted ignorance on using the internet to gather information about diabetes and its management.

Nursing diagnosis and outcomes

The patient was not aware that hyperglycemia was as a result of excess food, too much sugar and not taking medication as prescribed. The patient was not guided on proper self-care. After the session, I expect the learner to be able to

Learning objective 1 Patient will identify causes, signs and symptoms of high blood glucose.

Learning objective 2 Patient will outline the importance of taking insulin as instructed.

Learning objective 3 Patient will demonstrate ability to self-administer insulin at the designated time.

Learning objective 3 Patient will give a detailed guide on self-administration of insulin.

Implementation

Teaching session was expected to run for 2 hours. In the first 30 minutes, I explained what diabetes is, symptoms, what escalates it, and how to manage the disease. I told the patient that consumption of too much sweet and excessive eating result to hyperglycemia. I informed the patient the symptoms of high blood sugar. These include fatigue, thirst, dry mouth, frequent urination, and blurred vision. I explained to the patient that uncontrolled high blood sugar can cause the patient to slip into a coma (Funnel and Freehill, 2018). The rest of the session involved a step-by-step guide on self-administering of insulin. I explained the choice of insulin injection devices, sites for injection, how to choose the right needle, choosing the right dosage, the technique of insulin application, injection side effects and complications, disposal of used needles, and safe storage of both medicine and injection instruments (Teaching injection technique, 2017)

Evaluation of Learning

The patient demonstrated how to self-administer insulin. The patient was not keen on finding out more about diabetes from other sources like books and the internet. Time limitation hindered me from giving a comprehensive dietary plan. If given another chance with the patient, I would schedule the teaching sessions for a week to allow time to fully evaluate the patients ability to manage diabetes.

References

Funnell, M.M. Freehill, K. (2018). Keeping up-to-date with diabetes care and education. Nursing. 48, 10 22-29

Teaching injection technique to people with diabetes. (2017, January). Retrieved from

httpswww.diabeteseducator.org/docs/default-source/practice/practice-documents

/practice-papers/teaching-injection-technique-to-people-with-diabetes.pdfsfvsn0

Teaching and Learning on Insulin Injection

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