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Essay Available:
Pages:
10 pages/β‰ˆ2750 words
Sources:
22 Sources
Style:
APA
Subject:
Health, Medicine, Nursing
Type:
Essay
Language:
English (U.K.)
Document:
MS Word
Date:
Total cost:
$ 48.6
Topic:

Acute_nurse-patient edecation plan

Essay Instructions:

Australian English essay. APA 6 edtion. 2500 words +-10% (References and in-text citation is not included in the words count. All requirement and instruction are in the attached 3 files. It is very clear. Read the files and fallow it please. I hope I have the best possiable essay. Thank you.

 

Your Clinical Nurse Consultant asks you to develop an education session for a group of patients atrisk of a medical emergency. The aim of the session is to prepare the patient group for discharge byenhancing their knowledge and skills related to the self-management of the potential medicalemergency in their home setting.Critically discuss, with reference to evidence-based literature, the elements of an education plan for agroup of patients at risk of one of the following medical emergencies on discharge to their homeenvironment:a. Acute strokeb. Hypoglycaemiac. Status epilepticusd. Opioid-induced respiratory depressionThe education plan must include education strategies and content for delivery. You may like toconsider the following points in your assignment (please note these points are a guide only):• Education strategieso Learning goals, identification of learning needs, teaching and evaluation strategies,environmental and socio-cultural considerations.• Content of educationo Prevention, early recognition of signs and symptoms, actions when early signs andsymptoms develop.It is a requirement that you use the SafeAssign software for all written assessment items.Instructions are provided on Blackboard under Assessments/Acute Care. You can check a draftassignment as a guide to reducing plagiarism and correct any errors. A printed copy of the finalSafeAssign report must be attached with your assignment submission.Academic writing and referencingOne of the purposes of postgraduate education is to develop the knowledge and skills necessary toengage critically with the literature by exploring, critically appraising and synthesising information.A critical analysis is an approach that you should take to reading, writing and clinical practice. Itshould take you past the level of accepting everything that is written. In a clinical setting, criticalanalysis should assist you to find the best solution to a problem by exploring all the options logicallyand in depth. Applied to your writing, it means that you should analyse rather than describe.Therefore, you do not repeat or reproduce a collection of facts. The goal of writing a critical analysis isto take a position (either agree or disagree) based on a thorough assessment of an issue, not yourpersonal opinion. This assessment should highlight factors such as the differences between two ormore approaches to a problem, and the benefits and drawbacks of two or more options or positions ona problem or issue of concern. Most importantly, you should provide strong evidence to support yourposition. Evidence is, of course, appropriate literature support and logical explanation/argument.Criticism does not have the same negative connotation as in an appraisal, where the critic maycriticise or decry work. Criticism carries with it the broader connotations of discernment. Thisincludes all the interpretations that a number of different writers have contributed to the debatearound the particular issue that you are analysing.Some notes on writing a critical analysis1. Read widely (that is, from a variety of sources and authors) around your chosen topic. You needto be well informed before you can move into writing a critical analysis.2. Ensure that you present your position in a logical, organised manner and that there is: 

Essay Sample Content Preview:

Acute Nurse patient-education plan
Name
NSN726
Instructor
Date
Introduction
Hypoglycaemia is associated with low blood sugar where the interaction of food consumption, insulin dosage and intensity of physical activities affect cycles of hypoglycaemic episodes (Clarke et al., 2009). Focusing on blood glucose levels helps to identify the risk of hypoglycaemic episodes occurring. Diabetes is a major predictor of hypoglycaemia, while intensive therapies help to manage the condition. In order to prevent long-term complications, it is important to focus on glycemic control as this may indicate the risk of hypoglycaemia (Moghissi, Ismail-Beigi, & Devine, 2013). In order to minimize hypoglycaemia complications then monitoring blood glucose, choosing the most appropriate therapy setting individualized blood glucose targets as well as implementing education (Rosssetti et al., 2008). This paper focuses on the education needs assessment goals of the hypoglycaemic education session as well goals, contents of the session as well as the teaching strategies relevant to the hypoglycaemic group.
Education needs assessment
Physiological, psychological and social cultural characteristics
One of the risks associated with hypoglycaemia is that the symptoms are often sudden. There is a need for patients at a high risk of hypoglycaemia to get broad education needs, with patient education meant to manage blood glucose levels and preventing complications associated with low blood glucose level. Patients with diabetes are at a high risk of hypoglycaemia of the condition is not well managed this is because there is absence of the glucose feedback control in diabetic patients. The physiological responses associated with hypoglycaemia are reduction in insulin secretion, and this is a defence reaction against falling glucose (Shafiee et al., 2012). Nonetheless, it is important to individualize the intervention in glycemic control, with nursing and patient education being critical to improving health outcomes (Shafiee et al., 2012).
Another response is glucagon and epinephrine secretion which are the hormones that defend against acute hypoglycemia. Glucagon acts to increase glucose production in the bloodstream unlike insulin which reduces glucose concentration (Dinsmoor, 2014). Patients with diabetes mellitus are non responsive to glucagon. Epinephrine may also increase glucose production, but it also lowers insulin-stimulated glucose uptake. At other times, there are neuroglycemic and neurogenic symptoms accompanied with cognitive dysfunction. As insulin secretion decreases so does the plasma glucose level, while secretion counter regulatory hormones like glucagon increases (Dinsmoor, 2014).
Equally, education needs related to the psychological effects of hypoglycaemia is important to improve patient outcomes. In many cases, hypoglycaemia distracts patients, and this can lead to numerous psychological effects. Anxiety, diminis...
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