Patient Teaching Analysis This paper is intended to demonstrate the students’ capability to determine a learning need for a specific patient and assess that patients’ readiness to learn using the PEEK model. The selected patient is Mr. K.W., a 79 year old Caucasian male with a primary diagnosis of chronic COPD with acute exacerbation. A friend of the patient reported that K.W had been suffering shortness of breath associated with cough and wheezing for the past five days. It was reported that K.W.’s condition gradually deteriorated. Due to his combined conditions which also included cardiomyopathy, atherosclerotic heart disease, marfans syndrome, advanced degenerative disease, and arthritis, K.W. was admitted to the hospital for close observation
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K.W. is visually impaired and hard of hearing so to facilitate the leaning process, corrective devices like glasses and hearing aids might be needed. The complexity of the task is well within learner’s capability. The setting is also appropriate for teaching. The patient prefers to be in a sitting position in a lighted environment with little to no noise disturbance (K.W., personal communication, November 30, 2016). Closing the door, opening the curtains, switching the light on, and sitting the patient up the bed are good strategies to enhance learning for this patient. Since K.W. has been diagnosed with chronic COPD, he can be prone to fatigue, it might be advisable to take a short breaks after a 30 minute periods of teaching to prevent overexertion on the part of the patient. He states he is no pain and is relatively comfortable. K.W. states no preference on gender as far as teaching is concerned (K.W., personal communication, November 30, 2016).
Emotional Readiness K.W. has low anxiety levels, he is not fearful, or stressed. There was no sign of emotional distress. The patient states he has strong support system of friends. He expresses a strong belief in God and is not overly worried about his condition. Patient appears to be motivated and very open to discussions. He states that he is not sure how much changes he can adapt due to his limitations but is willing to try (K.W., personal communication, November 30, 2016).
Experiential
K.W. is visually impaired and hard of hearing so to facilitate the leaning process, corrective devices like glasses and hearing aids might be needed. The complexity of the task is well within learner’s capability. The setting is also appropriate for teaching. The patient prefers to be in a sitting position in a lighted environment with little to no noise disturbance (K.W., personal communication, November 30, 2016). Closing the door, opening the curtains, switching the light on, and sitting the patient up the bed are good strategies to enhance learning for this patient. Since K.W. has been diagnosed with chronic COPD, he can be prone to fatigue, it might be advisable to take a short breaks after a 30 minute periods of teaching to prevent overexertion on the part of the patient. He states he is no pain and is relatively comfortable. K.W. states no preference on gender as far as teaching is concerned (K.W., personal communication, November 30, 2016).
Emotional Readiness K.W. has low anxiety levels, he is not fearful, or stressed. There was no sign of emotional distress. The patient states he has strong support system of friends. He expresses a strong belief in God and is not overly worried about his condition. Patient appears to be motivated and very open to discussions. He states that he is not sure how much changes he can adapt due to his limitations but is willing to try (K.W., personal communication, November 30, 2016).
Experiential