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Heart Failure Clinic Care Plan

The main objective that healthcare personnel have is to make sure patients stay healthy at all times, and in the event that they are ill and are taken to hospital, their job is to make them well and move on with their lives in a normal way. Heart failure and related diseases are conditions that have the highest rate of readmissions, thereby making it necessary that there is an effective evidence-based education plan that will enable patients to also take part in their well-being, especially after discharged from a health facility (Lingle, 2013).

The first objective of the plan is to ensure that the patients understand their role and what they are supposed to do with regards to the plan. Secondly, deliver information to the patients in the best way possible for the betterment of their understanding. Thirdly, ensure that the plan meets the standards of all the patients, irrespective of their background. Finally, adhere to the guidelines of Heart Failure and the professional standards of heart treatment (Mensik, 2013).

Making Patients Understand

The best way of making patients to understand the plan is to engage them in face to face education, considering that it is easier to judge whether they have understood or not. Using video recordings is not an option, based on the fact that many people who watch them only concentrate for a short while and then switch off. Teach back is also another strategy that will be applied here, where the educator asks patients questions based on what they have learned from the session. Depending on how they answer, the educator is going to be able to assess and know whether they have understood or not, and if it is the latter, then there is a need to create more time and educate the patient (Mensik, 2013).

Modalities of Information Delivery

As mentioned, face to face teaching will be the main method of teaching, where the mode of passing information will be through verbal communication. This will be very convenient as it will allow the patients and the respective family members to take notes. There will also be insistence on them to make notes through writing and not recording (Ganz et al., 2015).

Accommodating Patients from Diverse Cultures

The educator needs to be aware of the cultural background of the patients before engaging them in a teaching session. Most of this information is within their records when they register into the facility. Besides that, there is a lot about different cultures in the internet that can supplement whatever that they receive from the registry. With regards to interpretation, technology has made it easier as there are varying interpretation computer programs available for use on the internet. Any of them can be installed on the computers and then used in the translation work during the teaching sessions (Ganz et al., 2015). BSN-FP4010 Assessment 2

Heart Failure Guidelines and Standards

Educating patients can only be effective if there is information related to their history, as there is a need to establish the factors that may have led to the ailment. In this case, members of the healthcare team needs to first of all inquire in details if the patient has any other sickness that is related to heart failure. Secondly, they have to establish whether there are any other family members who have the same disease, considering that it is hereditary. Thirdly, knowing the habits that a person has when they live on a daily basis is essential as it will determine those that may have contributed towards the disease. Finally, the healthcare team needs to assess the ability of the patient and their activities of daily living, including exercising (Mensik, 2013).  With all that, the educator needs to make the patient be aware of what the healthcare team has collected, and start helping them in the recovery program. This program will include giving them supplementary drugs that would aid their recovery, and at the same time make sure that they are taking them as recommended.  Besides that, the plan needs to entail the way the patients can stay healthy on a daily basis. Such information is quintessential towards reducing the chances of suffering from the disease, or recover faster after undergoing treatment (Lingle, 2013). 

The 2013 American Heart Association guidelines for the management of heart failure has an emphasis on education and the transition of care. The recommendation is that patients with heart failure should receive specific education to facilitate self-care decision making. For example the recommendation of counseling of each patient should include documentation of a discussion about potential risks, efficacy, safety, and potential complications of heart failure.  This is an important step to prevent ineffective interventions, unintended morbidity, and unnecessary cost due to inappropriate patient selection (Yancy, 2013).

Accountability Tools and Measuring Effectiveness

Health issues that are inherited mainly result from the fact that the person suffering from the same has problems related to eating, as they take in foods that are high in fat.  For such patients, the best way of treating such individuals is by showing them how to be responsible with their diet, and eat what is required of them to stay healthy. Besides that, there is a need to insist on some of the measures that can be applied for the sake of stopping obesity, as it is the source of many diseases. However, the fact that it is very hard to control the spread of obesity, it is essential that the patients know that there are drugs that can be used for the same purpose but have to spend some money before accessing the same.

Measures of Success

The only way that the educator will know that the program is successful is when the patients keep their appointments and sees the doctor when they are supposed to, when they take their medicine as is expected of them, when there are very few readmissions, and when they inquire more about the issue of heart failure and related diseases.  The most significant indicator of success is when there is a reduction of the number of readmission cases (Lingle, 2013).

References

Ganz, F. D., Wagner, N., & Toren, O. (2015). Nurse middle manager ethical dilemmas and moral distress. Nursing Ethics, 22(1), 43–51.

Lingle, C. L. (2013). Evidence based practice: Patient discharge education barriers to patient education (Master’s thesis). Available from ProQuest Dissertation Publishing. (UMI No. 1542582)

Mensik, J. S. (2013). Nursing’s role and staffing in accountable care. Nursing Economics, 31(5), 250–253.

Yancy, C. W., Jessup, M., Bozkurt, B., Butler, J., Casey, D., Drazner, M. H., et al, & Wilkoff, B. L. (2013). A report of the American College of Cardiology Foundation/American Heart Association Task Force on Practice Guidelines. 2013 ACCF/AHA Guideline for the Management of Heart Failure, 128:e240-e327. https://doi.org/10.1161/CIR.0b013e31829e8776