Medication Teaching Plan

NR293Pharmacology for Nursing Practice Medication Teaching Plan

Guidelines

NR293_RUA_Medication_Teaching_Plan_Guidelines_V2.docxRevised: 4/20201
Purpose
The purpose of this assignment is for the student to synthesize pharmacological knowledge (i.e., core drug knowledge, core patient variables, and nursing implications) of pharmacotherapeutic agents into a useful teaching and learning tool for nurses and patients.

Course outcomes:

This assignment enables the student to meet the following course outcomes:
CO1 Apply the concepts of pharmacotherapeutics, pharmacokinetics, pharmacodynamics, and pharmacogenomics to the use of specific medication classifications in specific health conditions and in consideration of medication side/adverse effects, nursing implications, and medication teaching. (POs 1, 2, and 3)
CO2 Apply principles of health promotion, as well as illness and injury prevention, to promote safety and effectiveness of commonly used pharmacologic therapy across the lifespan, taking into consideration sociocultural, genetic/genomic, developmental, and gender implications. (POs 3 and 8)
CO3 Utilize the nursing process in understanding the effects of drug therapy on health outcomes across the lifespan within the framework of a diverse population of individuals, families, and communities.
(PO 4) Duedate:Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 100 points
Preparing the assignment Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1.Choose a pharmacological agent that has been on the market less than 5 years.
2.Research the literature and obtain two to three resources for current, evidence-based information related to the pharmacological agent. 3.Develop a teaching brochure and one page paper following these guidelines.a.Brochure•Key/Relevant Drug Information (30points/30%)
oDrug Class
oMechanism of Action
oDrug Administration and Dosage
oDrug Interactions
oLab effects/interference
oSpecial Considerations
oPotential Side Effects/Adverse Effects/Toxicities •Patient Education Considerations (35 points/35%)
oNursing Management
oPatient Education Considerations
oPatient Assessment
oSide Effects/Adverse Effects/Toxicities
oSpecial considerations•Visual Effects/Creativity
(10points/10%)
oDeveloped per the required standard
oAppropriate for the intended audience
oFlesch-Kincaid reading level seventh grade or lower
o Graphics enhance the purpose of the brochure
o Brochure is visually appealing

NR293Pharmacology for Nursing Medication Teaching Plan

GuidelinesNR293_RUA_Medication_Teaching_Plan_Guidelines_V2.docxRevised: 4/20202b.
One Page Paper (15 points/15%)
•Describes intended brochure audience
•Describes intended use of brochure
•Includes
oName
oDate
oClass
oReference page
c.APA Format(5 points/5%)
•Includes no more than 3 unique errors with APA format (currented.)
•At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook, are provided
d.Writing and Mechanics(5 points/5%)
•Clearly written
•Includes no more than three unique errors of grammar
•Includes no more than three unique errors in writing mechanics
•Paper is one page, excluding references and title page For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing Assistancepage in the online

MORE INFO

Medication Teaching Plan

Introduction

If you have ever given medication, you know that it’s a tricky business. You need to be able to talk about the medications your patients take and what they’re supposed to do for them, as well as know when and how much these drugs should be taken. The best way to do this is through education—and that means giving medicine teaching!

What is the medication teaching plan?

The medication teaching plan is a document that outlines the steps you will take to teach your child about taking medicine. It’s important for everyone involved in his or her care—the doctor, nurse practitioner and pharmacist if necessary (if there are any) and parents themselves.

There are two main parts: one for each parent and one for the child himself/herself. The first part of this document should be completed no later than 24 hours before giving a dose of medicine; however, if this isn’t possible due to circumstances beyond your control or because it’s too late at night when both parties are asleep then please try again tomorrow morning instead!

The second part should be completed by each parent individually after they’ve given their child his/her first dose of medicine so that he/she can understand exactly what happened during those moments when doctors were explaining how much he needed them before eating breakfast tomorrow morning – which could mean saving lives.”

What are some basic tips for giving medication teaching?

Be consistent. Consistency is the key to any good teaching plan, and it’s especially important when teaching medication. If you’re inconsistent with how often you explain things or how much time you spend on each point, patients will get confused and frustrated (and possibly angry).
Make sure they understand what they’re taking. When explaining medications that require a prescription, make sure that your patient understands exactly what they’re taking so there are no surprises later on down the road when their doctor sees them again at follow-up appointments or hospitalizations—or worse yet: emergency rooms!
Explain why this particular drug works best for treating their condition/symptoms instead of others available (if applicable). This can go back into step one above but also applies here because sometimes decisions about which medication works best aren’t always clear cut: some patients may have side effects from one brand while another brand works well without having any issues at all; likewise with brands’ effectiveness rates being measured differently by insurers than doctors’ offices do; etcetera ad infinitum…

Should the pharmacist take a role in this process?

Yes, it is important for the pharmacist to be involved in patient education. The pharmacist can help with medication reconciliation and error management, as well as ensure that patients are taking their medications correctly and at the right time of day. Pharmacists also provide invaluable assistance regarding adherence (taking or not taking medications as prescribed), side effects associated with medications, drug interactions, etc.

How should I introduce myself?

Introduce yourself. Start by telling the patient that you’re there to help them understand their medication and provide support in any way that they need it. If you have time, ask them where they are from or what their name is. It’s important to be friendly and patient with patients, so don’t feel rushed if they want some time before answering those questions—it’s okay!

Ask the patient’s name during your introduction (and use it!). This will make it easier for the patient and nurse-practitioner team members later on when assessing progress toward goals around understanding medications better

How long should it take me to complete the medication teaching plan?

The medication teaching plan should take no longer than 5 minutes. If you don’t have time to teach, suggest a follow up visit so that the patient can complete their education on their own. Be sure to answer all of the patient’s questions and make sure they understand what they are supposed to do next time they return for their appointment.

To Which Patients Should I give Medicine Teaching?

You should teach medicine to patients who have a chronic disease, or who are taking new medications for the first time. These include:

People with diabetes mellitus, who may be taking several different medicines.
Patients with hypertension, who may be on multiple medications and require instruction in how to take them safely.
Patients with asthma, who need to know when it’s OK to use an inhaler and what symptoms they should watch out for when using it.

How can I find out what my patient needs/wants to know about their medicines?

If you want to find out what your patient knows about their medicines, ask them questions like:

What do you know about the medications?
How do they work?
Do they have any side effects that are bothersome for them or in general?

What are some pointers for working with patients who don’t speak English well, or who have disabilities?

Have a translator on hand. A translator can be a person who speaks English fluently, or who is bilingual and willing to help.
Use visual aids (such as charts or graphs) if you don’t have an interpreter present. This way, your patient doesn’t have to ask you what the chart says—they can just look at it!
If possible, use an interpreter who has some experience working with people with disabilities; this will help them better understand how their loved one communicates with them through different means of communication like sign language and written words on paper instead of spoken ones such as English sentences in conversation between two people talking together face-to-face without any problems whatsoever except maybe forgetting something important during those moments when someone forgot something very important because they were so busy thinking about other things besides remembering that thing which was important enough for us all together but not too much so we could take care ourselves instead of asking each other questions about these various things we need answers right away without having too many distractions going on around us at once which might cause us anxiety related conditions such as stress levels rising quickly when faced with multiple factors beyond our control causing fearfulness towards future events happening within days/weeks/months until eventually becoming comfortable enough living comfortably under normal conditions again after spending years living outside normal environments due primarily due random factors such

If a patient is impaired in any way, should I still give medicine teaching?

If you are unsure if your patient should receive medicine teaching, it’s best to err on the side of caution. You want to avoid any mistakes that could lead to complications or even death.

If a patient is impaired in any way, it is important to give medicine teaching:

Adults with developmental disabilities (DDs) who can’t communicate effectively and understand what they’re being told may need help from others in order for them to take their medications properly. This may include family members or other health care professionals who have knowledge about DDs and how they function best under certain circumstances (for example—when someone has trouble understanding directions). They can also be trained by yourself as well if needed!

Who else should I talk to during medicine teaching if appropriate?

You should talk to your family members and caregivers about any medication issues you have. You can also ask them to call in a prescription if needed, or make sure that someone at home knows how to treat an allergic reaction.

You may want to talk with other health care providers about the possibility of giving medications by mouth (by mouth means swallowing pills without water). This is especially important if someone has difficulty swallowing pills, such as children with cleft palates or speech impairment.

It’s also important for teachers and social workers who work with children under age 18 years old who are taking medications for mental health problems like ADHD or depression; these professionals need information about what kind of side effects might occur from taking certain drugs long term (see the section “Side Effects” later in this chapter).

It is important for patients to know how their medications work.

It is important for patients to know how their medications work. This can help them understand what is happening in their bodies and how they should feel, as well as how much medication they should take. The information you provide may also help patients remember to take the medicine at the right time each day, so that it works properly.

If a patient misses a dose of their medication, it’s important for them to know when it’s time for another one and what could happen if they don’t take one soon enough after missing one (for example: feeling dizzy). If a patient forgets about taking their medicine altogether on some days or weeks during treatment phase 1-2 then this might be because there isn’t enough time between doses or because other things have happened during those weeks such as travel or illness etcetera; this means that some extra attention needs attending too!

Conclusion

I hope this post has been helpful in giving you some ideas for how to ensure your patients understand their medicines. If you have any questions or would like further information about medication teaching, please don’t hesitate to reach out. We are here to help!

Nursing Worker

Medication Teaching Plan