American Nurses Association (ANA) Scope And Standards Of Practice

Teaching is an integral part of nursing and is discussed numerous times in the American Nurses’ Association (ANA) Scope and Standards of Practice (ANA, 2010). As a nursing student, it is important to initiate teaching as a leading component in our individualized client-centered care. The purpose of this paper is to examine a teaching plan implemented with a client referred to as Ms. F. in May 2017. For a structural guidance, the paper will use the standard nursing process: assess, diagnosis, planning, implementation, and evaluation (ANA, 2010).

Assessment and Diagnosis

Ms. F is a 66-year-old African American female. She was most recently hospitalized complaining of nausea, vomiting, abdominal pain and decreased appetite; it was found that

F reported that she and her granddaughter ate mostly convivence food, such as pre-packaged meals and fast food. A major source behind this pattern was Ms. F’s inability to drive herself and her dependence on her granddaughter to travel to the grocery store. It is important for health providers to recognize that “transportation issues can limit an older adult's access to nutritional foods” (Jensen, 2015, pg. 884). When asked about her food consumption while in the hospital, Ms. F described eating mainly simple carbohydrates and fatty meats as sources, like: breads, pasta, hamburgers and fried chicken. Incorporating the nursing process, I choose the nursing diagnosis for Ms. F to be nutritional knowledge

F how she preferred to learn, specifically how she learned to change and adapt to her recent addition of an ostomy bag, I used that information to gather the teaching material. Ms. F described how she learned about her ostomy bag through both verbal communication, visual handouts and hands-on demonstration. Using her self-report, I began to prepare the teaching material by searching multiple sources that would be the best fit for Ms. F by focusing on educating older adults about nutrition. I reviewed several sources including but not limited to: Lippincott Advisor, ChooseMyPlate.Gov, Nutrition.Gov, and SNAP-Ed Connection. I choose two handouts from ChooseMyPlate.Gov for Ms. F because of the larger font and simple layout. I planned to supplement the rest of the information verbally and through demonstration via the hospital menu. By planning to focus on sensible, achievable changes during Ms. F’s hospital stay and discussing choices that would fit her financial constraints, I believed two measurable learning objectives could be attained. Following teaching, Ms. F will verbalize an understanding of her nutritional needs through identifying healthy menu options and later in the day will order a balanced dinner focusing on adequate protein and