MRS GRAY NCP

1. NURSING CARE PLAN #1
By A.T., Cuenca, FSUU, SN
Assessment Diagnosis Planning Implementation Rationale Evaluation
Subjective data:
“I do not know what
is the meaning of
palliative care” as
verbalized by the
patient
Objective data:
• Confused
• Furrowing of
eyebrows
• Shrugs
shoulders
• Unfocused
(lacks focus)
• Vaguely
remembers the
term “palliative
treatment”
Vital signs are as
follows:
PR: 76bpm
RR: 24bpm
BP: 130/90mmHg
T: 37.4 Celsius
O2 Sat: 93%
Deficient
Knowledge
related to
insufficient
information as
evidenced by
the patient’s
lack of
knowledge
regarding
palliative care
Within 2 hours of nursing
intervention, the patient will
be able to:
• Participate in the
learning process and
verbalize
understanding of
condition, disease
process, and treatment
as evidenced by the
understanding of
palliative treatment and
its relevance
INDEPENDENT
1. Ascertain level of knowledge,
including anticipatory needs and
the ability to learn. Assess
motivation and willingness of
patient to learn.
2. Allow the patient to open up
about previous experience and
health teaching.
3. Assess barriers to learning (e.g.,
perceived change in lifestyle,
financial concerns, cultural
patterns, lack of acceptance by
peers or coworkers).
4. Render physical comfort for the
patient.
5. Grant a calm and peaceful
environment without interruption.
Provide an atmosphere of respect,
openness, trust, and collaboration.
- Cognitive impairments must be
recognized so an appropriate
teaching plan can be outlined.
Learning requires energy. Patients
must see a need or purpose for
learning. They also have the right to
refuse educational services.
- Older patients often share life
experiences to each learning
session. They learn best when
teaching builds on previous
knowledge and experience.
- The patient brings to the learning
situation a unique personality,
established social interaction
patterns, cultural norms and values,
and environmental influences.
- Based on Maslow’s theory, basic
physiological needs must be
addressed before the patient
education. Ensuring physical comfort
allows the patient to concentrate on
what is being discussed or
demonstrated.
- Conveying respect is especially
important when providing education
to patients with different values and
beliefs about health and illness. Goal
setting allows the learner to know
what will be discussed and expected
during the session. Adults tend to
After 2 hours of nursing
intervention, the patient was
able to:
• Participate in the
learning process and
verbalize understanding
of condition, disease
process, and treatment
as evidenced by the
understanding of
palliative treatment and
its relevance
Goal met.
December 2, 2021
9:41 PM
A.T., Cuenca, FSUU, SN

2. 6. Include the patient in creating the
teaching plan, beginning with
establishing objectives and goals
for learning at the beginning of the
session.
7. Provide clear, thorough, and
understandable explanations and
demonstrations. Give information
with the use of media. Use visual
aids like diagrams, pictures,
videotapes, audiotapes, and
interactive Internet websites.
8. When presenting a material, start
with the basics or familiar, simple,
and concrete information to less
familiar, complex ones.
9. Focus teaching sessions on a
single concept or idea. Pace the
instruction and keep sessions short.
10. Encourage questions and
identify the patient’s understanding
through common medical
terminology or through the teach-
back technique. Then, provide
immediate feedback.
focus on here-and-now, problem-
centered education.
- Goal setting allows the learner to
know what will be discussed and
expected during the session. Adults
tend to focus on here-and-now,
problem-centered education.
- Patients are better able to ask
questions when they have basic
information about what to expect.
Different people take in information in
different ways.
- This method allows the patient to
understand new material in relation
to familiar material.
- Clearly focuses teaching allows the
learner to concentrate more
completely on material being
discussed. Learning requires energy,
so shorter, well-paced sessions
reduce fatigue and allow the patient
to absorb more completely.
- Questions facilitate open
communication between patient and
health care professionals and allow
verification of understanding of given
information. Identify patient’s
understanding to evaluate the
recipient’s knowledge of the content
discussed. Immediate feedback
allows the learner to make
corrections rather than practicing the
skill wrongly.

3. References:
Doenges, M. E., Moorhouse, M. F., & Murr, A. C. (2018). Nurse's pocket guide: Diagnoses, prioritized interventions, and rationales. FA Davis.
Wayne, G. (2019, March 14). Deficient knowledge – nursing diagnosis & care plan. Nurseslabs. Retrieved December 2, 2021, from https://nurseslabs.com/deficient-
knowledge/.