Download 3A Clinical Teaching Project

Running head: Clinical Teaching Project
Clinical Teaching Project-Cedar Bay West
Samantha Theut, SN, UWM
Chantel McConville SN, UWM
Jason Brandeis SN, UWM
Katie Leist SN, UWM
Jackie Ebben SN, UWM
Mary Esson SN, UWM
Laura Rose SN, UWM
Paige Hoeper SN, UWM
Becky Robinson SN, UWM
University of Wisconsin Milwaukee
December 1, 2011
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Teaching Project
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The Need
There are several teaching topics needed in the geriatric community, but some of
the important things to highlight will be nutrition and hydration, coping with Parkinson’s
disease, signs and symptoms of depression as well as mood boosters. There is a large older
adult population in Wisconsin containing those 65 and older, which is 13.7% of the
population. Out of the 13.7% of the Wisconsin population, 7.0 per 100,000 people die of
Parkinson’s disease every year. This is a high rate in comparison to the overall country,
which has a death rate of 6.37 per 100,000 people. In Wisconsin, 743.5 people per 100,000
of the non-Hispanic population die from Parkinson’s disease. The death rate among African
Americans is 1063.5 per 100,000. Lastly, the Asian population has a death rate of 502.50
per 100,000. (citation, year)
Depression rates among elderly are increasing due to many factors. Wisconsin rates
significantly at number 30 out of the 50 states in depression rates. This shows how
important the need of depression awareness is in Wisconsin. As we age, our nutritional
requirements increase due to physiological changes. Many older adults require additional
nutrients including supplemental sources of Vitamin D, Vitamin B12, Calcium and
Potassium. . (citation, year)
Parkinson’s disease is a gradual deterioration of the brain in mostly older adults
ages 60 and over. As we age, our brains decrease in the number of neurons and
neurotransmitters, this can attribute to Parkinson’s disease. Providing information on this
prevalent topic to an aging population helps increase awareness of Parkinson’s disease as
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well as informing the at-risk population about signs and symptoms, as well as coping
strategies. . (citation, year)
Educating about nutrition and hydration to the older adult population who reside in
an assisted living setting is a crucial topic to cover. Many older adults are not aware of the
increased need of fiber, fluid intake, as well as supplemental vitamins in their diet as they
age. Focusing on nutritional and fluid intake is especially important due to the decreased
amount of nutrient absorption in the elder body. Increased fiber intake is important for
elders to focus on because of decreased peristalsis and emptying of stomach in the aging
body. Adequate fluid intake is relevant to the elderly because of increased dehydration in
this population based on medication side effects and decreased thirst sensation. Teaching
about signs and symptoms of dehydration, the causes, sources of fluids, as well as adequate
intake per day is a good way to promote increasing fluid intake and decreasing
dehydration. . (citation, year)
Depression is a very broad topic to cover when it comes to the aging population.
There are many causes of depression among this group; including loss of a spouse, home,
physical function, as well as loneliness and adjustment to a new environment. Improving
social interactions among communities like Cedar Bay West can be a coping strategy for
dealing with depression. Looking at the teaching event we provided to the residents, most
of the population seemed interested in increasing social interaction and getting to know
each other at the event. More activities that bring this population together would be
beneficial to them to start the process of decreasing depression.
Theoretical Framework
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For this teaching project, we picked Florence Nightingale’s nursing theory.
Nightingale was one of the founders of modern nursing, and was a great activist and
theorist in nursing during the 1860s. Nightingale promotes the environment to promote
health. In her theory, she encourages appropriate noise control, good nutrition, proper
hygiene, light, comfort, socialization, and hope. This theory allows the nurse to act on the
behalf of the client and act as the client’s advocate. The nurse’s role involves manipulating
the environment in order to improve client care and health. Each topic that was touched
upon in the health fair used Nightingale’s theoretical framework (as cited in Perry & Potter,
2010).
Nutrition
One of Nightingale’s main tenants in her theory is that good nutrition promotes
health. The nutrition presentation that we gave to Cedar Bay West addressed this tenant
by teaching the residents about what foods are good to eat and what health benefits each
one gives to the person.
Hydration
Hydration is an important part of good nutrition. The hydration presentation
explained the health benefits of good hydration and how they impact good health. This is
also included in Nightingale’s theory as pure water is an important part of her framework.
Boost your mood and “Shoo the flu”
The presentation included the importance of the impact that nutrition and
socialization have on boosting your mood and improving your overall health. A relaxing
and quiet environment can also help to improve your mood. Additionally, the importance
of good hydration, nutrition, and hygiene was presented with the “Shoo the flu”
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presentation to keep one healthy during the flu season. This fits in with Nightingale’s
framework as the environment is seen as the chief source of infection, and so this teaching
helped to promote the prevention of the spread of the flu.
Parkinson’s Disease
The Parkinson’s’ disease presentation touched upon the idea of hope by stating that
the disease will hopefully someday have a cure especially with the ongoing research.
Additionally, the tenant of socialization that Nightingale used was also included as
important for improving overall heath of Parkinson’s disease patients. Within the
presentation, the importance of those around the patient understanding Parkinson’s
disease in order to include the person in the community and make them feel part of the
group was explained and emphasized. This also fits well into Nightingale’s theory.
Objectives
Cognitive Objective (mental activity): At the end of the health fair, the client will be able to
successfully list 3 ways that they learned how to improve their overall health including
nutrition, hydration, and hygiene.
Psychomotor Objective (physical skills): Client will be able to demonstrate and measure
how much water they should be taking in a day, identify foods that helps to improve the
health of older adults, correctly perform the depression test, or demonstrate a way to treat
Parkinson’s disease symptoms.
Affective Objective (moods, feelings, attitudes): Client will discuss his or her feelings
regarding at least one of the health topics at our health fair, while listening and socially
interacting with other Cedar Bay community residents.
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Summary and Evaluation
Overall, the teaching project went very well. The residents were engaged and
interested in the topics we chose. They wanted to know more about the topics, which is
why the resident council suggested them. The residents participated in the presentations
by asking questions and having a variety of items to try and taste. They had good eye
contact and were not afraid to speak up. They brought up problems that they were
experiencing, such as cold legs or not getting enough fresh fruit. The presentations would
have been more effective if the residents were more engaged, instead of us standing behind
a table the whole time. Sitting with the residents and providing touch and connection
would have been the best way to present our material.
The “ways to boost your mood” group started the presentation with a panel board,
which was a good visual cue. The welcome and cue was the most important thing about the
presentation, and the panel board gave the residents something to focus on and gather
around. The panel board included large writing, and small sentences, which were easy to
read. The residents also enjoyed the chocolate samples provided. The weaknesses were
there were not enough chairs at the start, and it was hard for some of the residents to hear.
The “nutrition/hydration” group did a presentation and provided the residents with
smoothies, apple cider, and bottled water. The residents really enjoyed the refreshments.
They also seemed to be very interested in the content, and they asked a lot of questions.
The presentation was in a small area, so it became congested, and it was hard for all the
residents to move around. Some residents had to sit outside the kitchen, and they had
trouble hearing the presentation.
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The “Parkinson’s” group handed out brochures and showed a video. The brochures
allowed people to have the information in front of them. The strengths were that the
presentation engaged the residents and facilitated their participation. The weakness was
that the video was hard to see and hear shown on a small lab-top instead of a large
television. At the conclusion of their presentation, the residents reflected on all three of the
presentations. They asked questions and interacted with each other.
For future presentations, it might be more effective to form circles so that the
residents can connect with us and other residents. If we sat with the residents, we could
have connected better and provided touch and been more therapeutic with the elderly
residents. Also, in the beginning of the fair we were all spread out into three individual
stations and it would have been easier to have set up one station and took turns to present
each topic that way the residents with mobility issues did not have to do a lot of moving
around and risk falling. The presenters should have done more of the moving around. With
all the switching that went on some residents did not get to certain stations and others
were being taught about the same topic twice. Taking turns to present as a large group
would have decreased overlaps of teaching. The teaching project overall was a good lesson
to noticing problems that arose and adapting future presentation to ways that worked the
best for the residents.
Community Resources
For our teaching project, there were a few community resources that we used to
help support the information that we were teaching. One of the community resources
included the Cedar Bay West Activities Calendar, which we obtained from the staff at Cedar
Bay West. This offered social, physical, and group activities, which could help boost the
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residents’ moods. Along with these activities, there was also a Massage Therapist on staff at
Cedar Bay West, and the therapist was available to the residents when they needed some
stress relief, which is a good health prevention therapy. The residents were also curious
about having access to fresh fruit, and since there is a dining service the provides fruit, they
could get it from there, but if they want a more variety, Cedar Bay West offers activities that
involve grocery shopping. This would allow the residents to get the fresh produce that they
wanted and needed. Another community resource that is available to the residents of Cedar
Bay West is access to the pool, which can be found at Cedar Ridge. Swimming is a great
non-impact type of exercise that promotes wellness in the elderly. These resources can
offer support to the residents of Cedar Bay West so that they can reach their highest level of
wellness.
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Teaching Project
Appendix A
Teaching Plan
Nutrition, Sleep and Rest
Nursing Student: Rebecca Robinson, Katie Leist, Jackie Ebben
Date: 11-22-11
Target Group for Teaching: Geriatric Clients at Cedar Bay West Assisted Living Community
Purpose and Goal: Promote health through socializing and teaching residents about issues
they have requested more information on: sleep and rest, nutrition, and hydration.
Nursing Diagnosis: Readiness for health enhancement a/e/b clients requesting more
information regarding sleep and rest, nutrition, and hydration.
Objectives
Content
Outline
1. Discuss
reasons for not
getting a restful
night’s sleep and
possible agerelated problems
that could be
affecting quality
of sleep.
Discuss sleep
hygiene, before
bed, during the
day, and if one is
sleepy (Potter &
Perry, 2010).
2. Discuss proper
nutrition for
older adults,
including caloric
intake and
essential food
groups. Identify
nutrition-related
barriers to older
adults including
chewing and
chronic diseases.
3. Identify foods
options that
would be
beneficial to
Discuss food
groups to
highlight in older
adult diet.
(Potter & Perry,
2010).
Identify seasonal
foods that are
healthy options
for older adults.
(usda.gov)
Barriers to eating
for older adults
(Touhy & Jett,
2010).
Identify foods
Teaching/learning
Activities
1. Simple sleep
hygiene tips will
be included in
the brochure
given to the
client and
explained during
the health fair.
2. Healthy foods and
barriers will be
highlighted in brochure
and explained during
health fair. Smoothies
will be given to clients to
taste something
different, in both flavor
and texture.
3. Foods that can be
used to raise an
individuals health status
when they are sick will
be included in the
brochure given.
Information will also be
explained to clients
during the health fair
Time
5-10
minutes
10
minutes
5-10
Minutes
Method of Evaluation
1. List two sleep
difficulties the
client is
experiencing.
2. Identify the most
effective tips for
the client to try
to reduce the
problem(s).
3. Identify two
food groups
older adults
should try to
include in daily
food intake.
4. Identify two
barriers to older
adults regarding
nutrition intake,
and how to
compensate for
them.
5. Taste banana
smoothies.
6. Have client list 3
foods that can
be used to
increase their
overall health
when they are
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Teaching Project
increase the
health of a sick
older adult.
that can be used
by a sick
individual to
raise their health
status. (Potter &
Perry, 2010).
feeling sick.
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Teaching Project
Appendix B
Teaching Plan
Parkinson’s Disease
Nursing Student: Mary Esson and Paige Hoeper
Date: 11-22-20011
Target Group for Teaching: Geriatric Clients at Cedar Community
Purpose and Goal: Promote Health through teaching residence about how to manage
Parkinson’s disease
Nursing Diagnosis: Readiness for health enhancement as evidenced by clients request for
information regarding how to manage Parkinson’s disease.
Objectives
1. Identify
common
symptoms of
Parkinson’s
Disease
2. Demonstrate
at least 2
methods of
take care of
Parkinson
symptoms
3. Identify
coping
methods for
Parkinson’s
disease
4. Summarize
knowledge
about
Parkinson’s
disease after
the teaching
project
Content Outline
Define Parkinson’s and
what body part or brain
sections they affect
(http://dictionary.referenc
e.com/browse/parkinson's
+disease, 2011)
1.
2. Identifying
cognitive and
physical
symptoms of
Parkinson’s
disease as well as
stages of
Parkinson
(http://www.web
md.com/parkinso
nsdisease/parkinson
s-coping, 2011)
3. Share ideas about
coping with
Parkinson’s
disease
E.g.
i.
Increasing
social
activities.
Teaching/learning
Activities
1. Film about
parkinsons
2. Give and
explain
Brochure about
Parkinson’s
3. Demonstrate
physical activity
that enables
coping
4. Discuss in
groups how to
coping
mechanisms for
Parkinson’s
5. Include a board
game that
promotes
interaction and
open
conversations
Time
5mins
10mi
ns
10
10
10
Method of
Evaluation
1. Verbalize
symptoms
of
Parkinson’s
disease
2. Create a
coping
strategy
3. Verbalize
their
understandi
ng of
Parkinson’s
disease
based on
the
teaching
4. Demonstrat
e coping
methods
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Teaching Project
ii.
Having
open
communic
ation with
health Care
provider
iii.
Gather
more
resources
and
informatio
n about
Parkinson’
s disease
http://www.webm
d.com/parkinsonsdisease/parkinsons
-coping, 2011
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Teaching Project
Appendix C
Teaching Plan
Flu and Depression
Nursing Student: Chantel McConville and Jason brandeis
Date:10/31/11
Target Group for Teaching: Elderly residents at the Cedar Bay Community
Purpose and Goal: Purpose is to have a teaching fair in educating the residents about the flu
and my group is also teaching about depression and ways to boost the mood.
Objectives

Verbalize
the
difference
between a
cold and
the flu.

Discuss
their
results on
the
depression
test and
relate to
any signs
and
symptoms.

Verbalize a
way to
boost a
mood.
Content Outline
We are going to have
a display board with
three separate
sections. One section
will have the signs
and symptoms of the
flu in elderly people.
(Touhy & Jett, 2010).
Another section will
have a short
description about
depression and the
symptoms that
present in the elderly
people. (Touhy &
Jett, 2010).
The last section will
have natural ways to
boost the mood.
(Touhy & Jett, 2010).
Teaching/learning
Activities

To teach the
residents at cedar
bay about the signs
and symptoms of
the flu by having a
display board with
general symptoms
and information in
large font for the
individuals to look
at

Teach about ways
to boost the mood
by including a fun
fact about
chocolate and
explain how it
boosts the mood

When teaching
about depression
we are going to
have the residents
take the
depression test and
teach about what
their scores mean
Time
The
timeframe
for our
presentati
on is
about 15
minutes.
We will
have the
booth set
up for
about an
hour and
people
can stop
by at
anytime.
Method of Evaluation

Have residence
verbalize some of
the symptoms of
the flu in the
elderly and how
they are
affected. Ask
what’s the
difference
between the cold
and the flu?.

Have the
resident
verbalize one
symptom of
depression and
the results of
their test.
Have residents
verbalize how
chocolate relates
to other activities
that boost the
mood, like
exercise.
Residents
demonstrate
understanding
between the two
types of
chocolate.

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Teaching Project
Appendix D
Teaching Plan: Hydration
Nursing Student:_Sammy Theut and Laura Rose
Date:_November 28,
Target Group for Teaching: Cedar Bay West Community
Purpose and Goal: To teach hydration in a health fair for the residents of Cedar Bay West.
Objectives
Patients will:
1. Be able to
identify proper
hydration for
older adults.
2. Be able to
identify
different
options to stay
hydrated
3. Be able to
identify the
signs and
symptoms of
dehydration
and risks for
dehydration.
4. Be able to
identify what a
cup of fluid
looks like.
Content Outline
Discuss how much
fluids are appropriate
for an older adult to
drink per day. (Touhy &
Jett, 2010).
Conduct a tasting for
seltzer, apple cider, and
water.
Talk about other ways
to get fluid.
(Mentes, 2006).
Risks for dehydration:
a)diuretics
b)multiple meds
c) incontinance
Signs and symptoms of
Dehydration
a)falls
b)confusion
c)hypotension
(Mentes, 2006).
Teaching/learning
Activities
Time
1. Give 2 cup water
bottles out
reminding to
drink 8-10 cups
of fluid per day.
2. Try samples of
drinks they might
like
3. Review signs and
symptoms of
dehydration, risk
factors, and what
some fluid rich
foods are.
4. Have a discussion
about what they
think 1 cup of
liquid looks like
then show them
5. Show ways to
keep track of
how much you
drink every day
2 min
2 min
2 min
2 min
2 min
Fill up cup, see what
liter looks like etc.
Drink 8-10 cups of fluid a
day!!!
Picture 1: Labels for water bottles given out at fair!
Method of Evaluation
Client will:
1. Verbalize how
much they
should be
drinking and
why.
2. Pick one drink
they think they
would like to stay
hydrated with
3. Verbalize 1 sign
of dehydration
and one risk
factor
4. Start drinking
adequate fluid by
identifying how
many cups they
should drink and
other ways they
can get fluids.
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Teaching Project
References
DiMaria-Ghalili, R. A., & Amelia, E. (2005). Nutrition in Older Adults: Intervention and
assessment can help curb the growing threat of malnutrition. American Journal of
Nursing, 105(3), 40-50. Retrieved November 23, 2011, from
http://journals.lww.com/ajnonline/Abstract/2005/03000/Nutrition_in_Older_Adu
lts__Intervention_and.20.aspx
Mentes, J. (2006). Oral Hydration in Older Adults: Greater awareness is needed in
preventing, recognizing, and treating dehydration. AJN, American Journal of
Nursing, 106(6), 40-49. Retrieved November 20, 2011, from
http://www.nursingcenter.com/library/journalarticle.asp?article_id=645963
Parkinson's Disease. (n.d.). Dictionary.com. Retrieved November 28, 2011, from
dictionary.reference.com/browse/parkinson's disease
Potter, P., & Perry, A. (2009). Fundamentals of Nursing (7th edition ed.). St. Louis, Missouri:
Mosby Elsevier.
Stages of Parkinson's: Stages 1-5 Symptoms . (n.d.). WebMD - Better information. Better
health.. Retrieved November 28, 2011, from http://www.webmd.com/parkinsonsdisease/parkinsons-stages
Touhy, T. A., Jett, K. F., Ebersole, P., & Hess, P. A. (2010). Ebersole and Hess' gerontological
nursing & healthy aging (3rd ed.). St. Louis, Mo.: Mosby/Elsevier.
U.S. Department of Agriculture. (n.d.). U.S. Department of Agriculture. Retrieved November
30, 2011, from http://usda.gov
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Teaching Project
University of Wisconsin-Milwaukee College of Nursing and Parkside Consortial Program
NURS 331: Foundations of Clinical Practice I
Clinical Teaching Project
Student(s):
Samantha Theut, SN, Chantel McConville SN, Jason Brandeis SN, Katie Leist SN,
Jackie Ebben SN, Mary Esson SN, Laura Rose SN, Paige Hoeper SN, ecky Robinson SN,
Clinical Agency: Cedar Bay Community
Topic: Cedar Bay Health Fair Parkinson’s, Depression, Staying Well, Nutrition,
Hydration
Possible
Points 10
Points
Earned 10
In this project, the student(s):
Identified the need/rationale
(including statistical information).
Comments: Well done!
1
1
Described the nursing, psychological
or developmental framework or theory used.
Comments: Well explained use of Nightingale
1
1
Identified three content objectives
for the presentation.
Comments: Identified but no solid achievement evidence.
1
1
Accurately cited community resources
2
and literature references using APA format
Minimum of 3 literature references (2 must be
professional journals) and multiple community resources.
Comments: Few community resources for care/support groups.
Limited references, some not Professional ones but Lay ones Web MD, Dictionary
1.75
Presentation well prepared, organized
and professionally presented. Appropriate
to age and developmental level of audience.
Comments:
Nicely done!
3
3
Summative evaluation & peer evaluation completed satisfactorily
2
1
Comments: Overall group worked well together, communication/expectations/accountability
very important for all people to remember in the group, when putting fair together and
completing paper.
Instructor: Joan Spies-Kobb RN,, MS
Total Earned Points
9.75/10