Assessment of learning needs:
Based on initial questioning and survey, it has been found that the client lack knowledge about rationale for using the medication. There is confusion regarding the dosage and the medication schedule too.
The client is a visual learner as he is found to struggle with auditory information. A visual learner can acquire information by reading or seeing pictures. Due to low literacy level, the level of verbal understanding is limited (Poursafar et al., 2019). Hence, it is planned to use visual sources to provide education on the usage of Enoxaparin sodium.
There is language gap during communication too as the patient speaks in local tribal language. Understanding and interpretation of English language may be difficult and this needs to be considered during the training process.
Planning: learning outcomes identification
Goal: The patient will be able to understand the rationale for using Enoxaparin sodium, its side-effects, safety considerations and possible precautions to be taken after the use of the drug.
Objectives: The teaching plan aims to achieve the following objectives:
- The patient will be able to understand the reason behind the use of enoxaparin sodium
- The patient will be able to verbalize any issues or side-effects after the use of medication
- The patient take all dietary and other precautions during the use of drug
Planning: Teaching methods
As this research aims to provide education to patient about Enoxaparin (a medication to treat blood blotting), it is planned to provide teaching to the patient using video based demonstration. Based on the assessment of learning needs, language gap and inability to read concepts were identified. Hence, it is planned to use visual aid and video based recording in the local language of patients to provide the teaching. According to Pradika, Amin and Khabibah (2019), the advantage of visual learning over traditional learning is that it facilitates faster acquisition of information and recapitulation of pictures compared to other methods.
Implementation of teaching plan
Using power point presentation and other video related to topic, the teaching plan will be implemented. During the delivery of education, handouts in the local language of the client will be distributed. The process will start with taking consent and providing an appropriate environment for teaching. It will be delivered in a quiet place free from interruption. The session will be started by firsts introducing the topic and then using teaching methods such as summarization, teach back and reflection to confirm and interpret student’s understanding of the content. Teach-back is a useful method to verify patient’s understanding of the information (Yen & Leasure, 2019).
The evaluation of the effectiveness of the teaching will be done by conducting a short survey and asking basic questions related to the teaching. In addition, feedback can be taken directly from the patient regarding the benefits of the session or any gaps or challenges they face in following the information (Lawrence & Tar, 2018).
Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105.
Poursafar, Z., Jafroudi, S., Baghaei, M., Kazemnezhad Leyli, E., & Zarrizei, M. (2019). Incidence and extent of bruising after subcutaneous injection of enoxaparin sodium in patients hospitalized at coronary care units. Journal of Holistic Nursing And Midwifery, 29(2), 90-96.
Pradika, I. D., Amin, S. M., & Khabibah, S. (2019). Relational thinking in problem solving mathematics based on adversity quotient and visual learning style. International Journal of Trends in Mathematics Education Research, 2(4), 161-164.
Yen, P. H., & Leasure, A. R. (2019). Use and Effectiveness of the Teach-Back Method in Patient Education and Health Outcomes. Federal practitioner : for the health care professionals of the VA, DoD, and PHS, 36(6), 284–289.