2.50
Hdl Handle:
http://hdl.handle.net/10755/157129
Category:
Abstract
Type:
Presentation
Title:
LISTEN to What I Say; So I Can SEE What I Need: Visual Aids Make the Difference
Author(s):
LaTour, Linda; Bowling, Linda; McBroom, Kathryn
Author Details:
Linda LaTour, Duke University Health System, Durham, North Carolina, USA, email: latour4222@gmail.com; Linda Bowling; Kathryn McBroom
Abstract:
PURPOSE: Understanding and compliance with medical regimes is a key factor in helping heart failure patients stay out of the hospital. They can be frustrated when attempting to schedule complicated medical regimes and daily activities. The purpose of this project was to identify an alternative aid and effective teaching style for staff to use in assisting patients to achieve this goal. Description: Recognizing successful education as a necessity and a challenge, a staff driven team comprised of front-line leaders and the nurse manager/educator on our progressive care unit met to discuss innovative methods of communicating post discharge instructions. Dialogue targeted on education tailored to individual patient needs. Fresh approaches were encouraged and resulted in a unique teaching tool that has proven to be a practical and functional resource for many of our heart failure patients. One patient, confused by a written schedule for medications and activities needed a more visual approach to discharge planning. The answer to her dilemma was hand drawn clock face indicating times for daily activities, medications and intermittent rest periods. Also incorporated were nutritional needs including snacks and supplements, sleep periods, and family time. Integral to the success was allowing the patient and family input while planning post discharge daily activities for her "clock" schedule. Including family members as well as the patient promotes support, understanding and compliance with the overall patient goals. This innovative technique has proven to be a successful approach for many of our visual learners. EVALUATION: Creative approaches tailored to individual patient and family learning styles promote understanding and aid in patient compliance. This method of teaching allowed patients to voice opinions and make choices. We now promote compliance by increasing the patient's capacity to exercise control over areas of their discharge planning. This offers patients a degree of ownership and "buy-in" of a sometimes very complicated medical regime. A secondary benefit is increased staff interest in better understanding the need to coordinate their teaching style with the patients' learning styles. LISTEN To What I Say, So I can SEE What I need may be the answer for many patients.
Repository Posting Date:
26-Oct-2011
Date of Publication:
26-Oct-2011
Citation:
2009 National Teaching Institute Research Abstracts. American Journal of Critical Care, 18(3), e1-e17.
Conference Date:
2009
Conference Name:
National Teaching Institute and Critical Care Exposition
Conference Host:
American Association of Critical-Care Nurses
Conference Location:
New Orleans, Louisiana, USA
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleLISTEN to What I Say; So I Can SEE What I Need: Visual Aids Make the Differenceen_GB
dc.contributor.authorLaTour, Lindaen_GB
dc.contributor.authorBowling, Lindaen_GB
dc.contributor.authorMcBroom, Kathrynen_GB
dc.author.detailsLinda LaTour, Duke University Health System, Durham, North Carolina, USA, email: latour4222@gmail.com; Linda Bowling; Kathryn McBroomen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157129-
dc.description.abstractPURPOSE: Understanding and compliance with medical regimes is a key factor in helping heart failure patients stay out of the hospital. They can be frustrated when attempting to schedule complicated medical regimes and daily activities. The purpose of this project was to identify an alternative aid and effective teaching style for staff to use in assisting patients to achieve this goal. Description: Recognizing successful education as a necessity and a challenge, a staff driven team comprised of front-line leaders and the nurse manager/educator on our progressive care unit met to discuss innovative methods of communicating post discharge instructions. Dialogue targeted on education tailored to individual patient needs. Fresh approaches were encouraged and resulted in a unique teaching tool that has proven to be a practical and functional resource for many of our heart failure patients. One patient, confused by a written schedule for medications and activities needed a more visual approach to discharge planning. The answer to her dilemma was hand drawn clock face indicating times for daily activities, medications and intermittent rest periods. Also incorporated were nutritional needs including snacks and supplements, sleep periods, and family time. Integral to the success was allowing the patient and family input while planning post discharge daily activities for her "clock" schedule. Including family members as well as the patient promotes support, understanding and compliance with the overall patient goals. This innovative technique has proven to be a successful approach for many of our visual learners. EVALUATION: Creative approaches tailored to individual patient and family learning styles promote understanding and aid in patient compliance. This method of teaching allowed patients to voice opinions and make choices. We now promote compliance by increasing the patient's capacity to exercise control over areas of their discharge planning. This offers patients a degree of ownership and "buy-in" of a sometimes very complicated medical regime. A secondary benefit is increased staff interest in better understanding the need to coordinate their teaching style with the patients' learning styles. LISTEN To What I Say, So I can SEE What I need may be the answer for many patients.en_GB
dc.date.available2011-10-26T19:26:50Z-
dc.date.issued2011-10-26en_GB
dc.date.accessioned2011-10-26T19:26:50Z-
dc.identifier.citation2009 National Teaching Institute Research Abstracts. American Journal of Critical Care, 18(3), e1-e17.en_GB
dc.conference.date2009en_GB
dc.conference.nameNational Teaching Institute and Critical Care Expositionen_GB
dc.conference.hostAmerican Association of Critical-Care Nursesen_GB
dc.conference.locationNew Orleans, Louisiana, USAen_GB
dc.identifier.citation2009 National Teaching Institute Research Abstracts. American Journal of Critical Care, 18(3), e1-e17.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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