Levi Family Teaching Plan
LeviFamily Teaching Plan
LeviFamily Teaching Plan
FamilySummary:Levi’s family consists of Sarah, the mom (37 years), Jennifer, herdaughter (9 years), Jason, her son (19 years) and 2 different fathersfor the 2 children. None of the fathers to the children lives withthe family anymore. Sarah, a cashier at the nearby Publix walks toher workplace every day while her daughter also schools in the nearbyelementary and she walks to school as well. Her son does not livewith them. Sarah is overweight accompanied with non-insulin dependentdiabetes (NIDDM). Jennifer is also current on her immunizations.Jennifer was a bright-eyed student but her family background may havebegun to affect her performance and attendance especially after thewinter break. Matters were worse when her elder brother moved in withthem, and they moved to a different town. Her performance and schoolattendance deteriorated the more for lack of transport. The schoolcounselor approached the family to discuss about the availableoptions of a school bus for homeless families, which improvedJennifer’s attendance.
NursingDiagnosis (with rationale): Financialdisability, poor performance, emotional disability, overweight,Activities of daily living
Purposeof Teaching: Thepurpose of this teaching is to inform Sarah of the potential placesto get assistance for her family, improve Jennifer’s performance inschool, and to help Jason to be financially independent.
Goal:afterthe teaching, the family will manage its issues without any emotionalbreaks. The program will take four months to complete the teachingprogram.
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Schedule/Pacing: Content will take approximately ___ to complete |
Visual |
Auditory |
Read-Write |
Kinesthetic |
Creating |
Evaluating |
Analyzing |
Applying |
Understanding |
Remembering |
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Objectives What will clients be able to do by the end of this module? |
Evaluation How will nurse & client confirm their knowledge or skill? |
Instructional Materials & Technology What materials and resources will you use to help the client achieve the module objective? |
Activities & Rationale What learning activities will you provide to help the client achieve the module objective? |
Which learning style does this activity meet? |
Which levels of thinking in Bloom’s Taxonomy are used in this module?(Mark with an X) |
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1. The family will manage their emotional disability that might be the cause of other emotional heartbreaks by the end of the first month |
The family will narrate their displeasures relating to the emotional disability with an open mind |
Pamphlets, books, verbal discussions, videos |
Discuss with the family about their emotional status, teach about the effects of emotional instability, and evaluate their perspective before and after the lesson discussion |
X |
X |
X |
X |
X |
X |
X |
X |
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2. Sarah and Jason will understand their financial constraints and understand the potential places to get assistance by the end of the second week |
Sarah will have a list of potential places to obtain financial help in aid of her daughter’s education while Jason will have a log of potential jobs of his preference to help his family financially. |
Workshops, posters, pamphlets |
Brainstorm with Sarah and Jason about their expected income that would make their lives comfortable, offer options and allow them make suggestions of the possible means of making more money. Evaluate their achievements before and after the teaching program. |
X |
X |
X |
X |
X |
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3. Jennifer will manage to perform better in both school attendance and in overall school performance in class by the end of the program |
Jennifer will have a viable timetable for her studies and balance study with leisure that will improve her overall performance. |
Video games, books, posters |
Guide Jenifer through balancing studying, leisure, and the importance of each activity in the process. Jennifer will create her personal schedule with the help of the coordinator. Evaluate the progress |
X |
X |
X |
X |
X |
X |
X |
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References
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Case-Smith,J., & O`Brien, J. C. (2015). Occupationaltherapy for children and adolescents,St. Louis, Missouri: Elsevier.
Denham,S. A., & Burton, R. (2013). Socialand emotional prevention and intervention programming forpreschoolers,New York, NY: Kluwer Academic/Plenum.
Doenges, M. E.,Moorhouse, M. F., & Murr, A. C. (2014).Nursingcare plans: Guidelines for individualizing client care across thelife span.Philadelphia: F.A. Davis.
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