Heart Failure Clinic Care Plan

Posted: March 27th, 2020

Heart Failure Clinic Care Plan

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Heart Failure Clinic Care Plan

The transfer of heart failure patients from the hospital to home care is one of the most challenging aspects of the healthcare sector. The reason is attributed to the increased effects it poses on the readmission of patients. Reducing such adverse effects necessitates the involvement of the clients and their families in a discharge education framework due to its positive impact on the transitional process. The objective of this plan is to engage heart failure patients and family members during the shift from hospitalized settings to home care and decrease undesirable outcomes as well as readmission. The strategy is applicable in coordination with other programs such as the Care Transition Program that the organization provides to assist the patients to recover smoothly. Educating heart failure patients before discharge enhances self-care and family care. The activity reduces the number of readmissions significantly and enables patients to identify challenges earlier.

The discharge education plan considers the resources and tools for patients to monitor their progress before and after discharge. Aside from the family, staffing resources that will be necessary for the program include the nurses and physicians (Paul, 2008). The purpose of involving faculty members is to ensure that they identify patient’s needs and that the strategy is adaptable to the client’s conditions. The engagement will also educate the patient on the most appropriate training schedule and system. Financial resources are essential components in the discharge education plan and include the costs of printing checklists for the client and their family, and the attending clinician (Khankeh, Rahgozar, & Ranjbar, 2011). The plan will also take into account tools that include critical pathway methods and in-patient instructional measures. Furthermore, a patient management tool will be fundamental in tracking the treatment’s progress and facilitating evidence-based practice. In other circumstances, telephone monitoring may be used to reinforce the patient’s instructional development and assess their health status. The tool in question may also be implemented for patients that reside far from the institution. Alternatively, a formal evaluation tool such as a pretest-posttest measure may be used to evaluate the learning and teaching outcomes.

One of the ways to assess the understandability of the patients and family members is to administer a return demonstration. A return demonstration is carried out to evaluate a patient’s capability to execute and actualize tasks. In this case, the subjects may be asked to verbalize and explain assigned expressions. The nurse may also ask targeted questions about the lesson to identify areas of reinforcement (Carroll & Dowling, 2007). Patients often respond to queries based on their attitudes and opinions. As such, they may fill a questionnaire that requires them to report on their views and intensity of contentment with the teaching program. Physicians may also administer physical observations to assess any behavioral or physiological changes.

Modalities that will be employed to deliver information include one-on-one education, group teaching, computer-aided instruction, and electronic learning. Individual education and group modes will be imposed within the institutional premises while computer-aided instruction and electronic learning will be used for remote teaching. The education program will also need to adapt to the needs of patients from diverse cultural and language backgrounds. Acclimatization will ensure that practitioners are aware of personal biases, equipped with sufficient knowledge regarding the clients’ core values, and an understanding of when to use a translator (Kaslow et al., 2007). Notably, cultural disparities are likely to impose a challenge for the learning process of different heart failure patients. The plan will maintain a sense of flexibility that allows clients to preserve their divergences while remaining within institutional and health constraints.

Nurses and care practitioners are required to possess a sense of accountability and responsibility to the patient. The former is a certified standard that supports direct and safe clinically proficient practice. Nurses possess a professional and legal obligation to provide patients with sufficient information that includes education on the management of patients with chronic illnesses (Baker et al., 2010). The concept of responsibility is noticeable in the nursing philosophy and values of care that envision an individualized, supportive, and patient-centered practice. Carrying out discharge education enhances the duty of care ensuring that patients and practitioners can offer an account of their actions.

The heart failure guidelines and specific professional standards conform to several legal norms that meet the needs of populations with varied circumstances. Guidelines for the quality of care for such patients can be improved through regulatory standards. Practitioners are allowed to tailor the education program based on the patient’s clinical needs. The success of the education plan may be evaluated using a communication tool. Effective communication is a probable criterion for assessing the understanding of the heart failure patient as well as the family. A reconciled medication list can be used to evaluate a client’s knowledge of their medicine. The approach includes learning the medication’s significance to recovery, potential side effects, and the dosage plan. The ability of patients to follow through with the program and actualize all steps would signify the plan’s objectives by the reduction of readmitted heart failure patients.

References

Baker, R., Camosso-Stefinovic, J., Gillies, C., Shaw, E. J., Cheater, F., Flottorp, S., & Robertson, N. (2010). Tailored interventions to overcome identified barriers to change: Effects on professional practice and health care outcomes. The Cochrane Database of Systematic Reviews, (3), CD005470.

Carroll, Á., & Dowling, M. (2007). Discharge planning: Communication, education, and patient participation. British Journal of Nursing16(14), 882-886.

Kaslow, N. J., Rubin, N. J., Forrest, L., Elman, N. S., Van Horne, B. A., Jacobs, S. C., & Grus, C. L. (2007). Recognizing, assessing, and intervening with problems of professional competence. Professional Psychology: Research and Practice38(5), 479.

Khankeh, H., Rahgozar, M., & Ranjbar, M. (2011). The effects of nursing discharge plan (post-discharge education and follow-up) on self-care ability in patients with chronic schizophrenia hospitalized in Razi psychiatric Center. Iranian Journal of Nursing and Midwifery Research16(2), 162.

Paul, S. (2008). Hospital discharge education for patients with heart failure: What really works and what is the evidence? Critical Care Nurse28(2), 66-82.

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