Create a Teaching plan on low sodium 2-3g diet and 1200 ml fluid restriction with the sample teaching plan provided. 
Patient overview 
Patient is a male and is 38 years old. He was Admitted for missing dialysis and had shortness of breath and a productive cough for the past 2 weeks. 
Current diagnosis: Fluid overload 
Past medical History: Obese, ESRD on dialysis, fluid overload, anemia of CKF, ascites of liver, COPD, cardiac cirrhosis, hypothyroidism,  Hypercarbia, HCC, Bipolar 
DIET: Low sodium (2-3g) and 1200 ml fluid restriction 
Psychosocial/family involvement: Not known 
Discharge planning: Sub acute facility 
The presentation of the teaching plan should include any handouts which would be
given to the client or the client’s family. Handouts can be those used at the clinical facility, they do not need to be created from
Scratch. EX (that can be used): http://www.jamesjleemd.com/pdf/Low%20Sodium%20-%20…
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Clinical Teaching Plan
You will pick a client from clinical and develop a teaching plan for an identified learning need. The teaching plan will be presented to
your peers during post-conference. When developing a teaching plan, it is important to consider the following:
What is the goal of the teaching plan? Is the goal a change in knowledge (they will understand their medications) a change in skills
(they will be able to perform a dressing change) or a change in behavior (they will adhere to a 2-gram sodium diet).
What is the client’s current understanding of the identified learning need and what is their health literacy?
What is the client’s preferred learning style? (hint your teaching plan should present the information in the client’s preferred learning
style)
What information does the client need to bridge the knowledge gap? Create an outline of key goals and information – the patient
should be included in this step.
Create the plan and provide detailed instructions so your plan can be replicated by others and followed by the client.
Provide a glossary of key medical terms for the client to refer to
Provide copies of the information presented to the client.
Identify how you will determine the efficacy of the education you provided.
Assignment Guidelines and Rubric
A teaching plan will be developed and submitted via Canvas by March 18th. Please use the template below to create your teaching
plan. The teaching plan should include a title page and references, grammar and spelling also count. The description of your client
will vary based on the learning need identified. For example, a client may be a newly diagnosed diabetic and needs to learn about a
diabetic diet, signs and symptoms of hypoglycemia, and how to administer insulin. The client’s needs, barriers, and learning style will
vary for each of those learning needs.
Please consult with your clinical instructor to identify an appropriate client for the teaching plan. Each student will present their
teaching plan to their peers during post-conference. The presentation of the teaching plan should include any handouts which would be
given to the client or the client’s family. Handouts can be those used at the clinical facility, they do not need to be created from
scratch. The presentation of the teaching plan will be 20% of the grade for the assignment. Please see rubric below.
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Teaching Plan Diabetes Education
Nancy Nurse
NURS 316
Dr. Fitzgerald
March 18, 2024
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Specific Objective
(Learning need)
Description of
Learner
The client will be
able to explain what
diabetes is.
The client is
unwilling to learn
about diabetes,
stating “My blood
sugar will be fine
once I leave the
hospital.” The
client’s wife is open
to understanding the
illness and how to
help manage it. By
educating the client
and their support
system about
diabetes they will
have better
understanding on
how to manage the
illness resulting in
fewer long-term
complications (Krist
et al., 2017).
The client is
resistance to
education at this
time. The client does
not prepare meals at
home or food shop,
including the wife in
The client and
family will be able
to describe the four
key elements of the
treatment of diabetes
(CDC, 2023).
Teaching/Learni
ng Activities
Rationale for each Time
learning activity
allotment
for each
activity
Have the client
The client is
Video is 5
and family watch
resistant to
minutes but
a video explaining education at this
follow up
what diabetes is,
time about the
will be onthe two types of
illness, therefore a going during
diabetes and the
video which the
hospital stay.
long-term effects
client and family
of diabetes.
can watch in
Observing a video private and several
will improve the
times will allow
client and family’s the client to obtain
recall of important the information
data and improve
needed at their own
comprehension,
pace.
impacting the
cognitive domain
of learning.
(Wilson, 2024)
Resources
(handouts,
audio-visual
etc.)
Video “What is
diabetes” will
be shown to
client and
family and will
be available via
I-TGR to watch
on the client’s
TV while in the
hospital at all
times.
Evaluation method
The client’s
preferred method
of learning is to
read or watch
something.
Providing the
client with
Handout –
“How to mange
diabetes
through diet,
exercise,
medication and
monitoring”
Client and family will
be able to verbalize by
discharge elements of
the diabetes food
pyramid. The client
will make appropriate
meal choices during
Provide the client
and family with
handouts on diet,
exercise,
medication and
monitoring in
diabetes. Place a
On-going
during
hospital stay.
During rounds and
throughout the client’s
hospital stay, the
client and family will
be asked to describe
what they learned
from the video. By
discharge the client
will be able to explain
what diabetes is,
differentiate between
the two types and
identify two long term
effects of diabetes.
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the education is
necessary. The wife
is open to learning
about “healthier”
ways to cook. By
providing education
about ways to
manage diabetes, the
client will have a
greater sense of
control over the
disease. Engaging
patients in their care
has been shown to
be essential to
improving health
outcomes (Krist et
al., 2017).
The client and
family will be able
to list the symptoms
of low blood sugar
(CDC, 2022)
It is important for
the client to keep
their blood sugar
levels within a target
range to prevent or
delay long-term
complications.
consult with the
dietician to meet
the client and
wife. The
cognitive domain
and affective
domain will be
addressed through
the interventions.
The client will
need to change
their feelings
about
management of
diabetes as they
are resistant to
change. In
addition, the client
will need to
improve their
understanding of
the four key
elements of
diabetes
management
(Wilson, 2024)
The client and
family will be
educated on signs
and symptoms of
hypo and hyperglycemia through
discussion with
handouts that can
be brought home
and reviewed at
convenient times
will aid in
knowledge transfer
and compliance.
As hypo and
hyperglycemia can
have a significant
impact on the
client’s state of
health, the nurse
will review the
their hospitalization
based on the diabetes
food pyramid. The
client will describe by
discharge how they
will implement
exercise into their
daily routine, and they
will be able to state
their acceptable blood
sugar levels before
meals and at bedtime
(CDC, 2023).
10 minutes
Handout: Signs
and Symptoms
of Hypo and
Hyperglycemia
Client and family will
be able to state signs
and symptoms of hypo
and hyperglycemia by
discharge. They will
be able to identify two
treatment methods for
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Remaining in their
target blood glucose
range can also
improve mood and
energy (CDC, 2022).
the nurse. This
will improve the
client and family’s
comprehension of
signs and
symptoms of
complications of
diabetes impacting
the cognitive
domain (Wilson,
2024)
signs and
symptoms with the
client and the
family prior to
discharge. A list of
signs and
symptoms of each
will be provided.
hypo and
hyperglycemia by
discharge.
Glossary of Key Terms (should be on a separate page)
Diabetes: (definition with citation should follow)
Hyperglycemia (definition with citation should follow)
Hypoglycemia (definition with citation should follow)
Etc….
References: (should be on a separate page)
Center for Disease Control and Prevention (CDC), 2022., Diabetes: Mange Blood Sugar.
https://www.cdc.gov/diabetes/managing/manage-blood-sugar.html
Center for Disease Control and Prevention (CDC), 2023., Diabetes: Education and Support.
https://www.cdc.gov/diabetes/managing/education.html
Kist, A.H., Tong, S.T., Aycock, R.A., & Longo, D.R. (2017). Engaging Patient in Decision-making and Behavior Change to Promote
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Prevention. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6996004/
Wilson, L.O., (2024). The Domains of Learning: Cognitive, Affective, Psychomotor.

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Criteria
Skilled
Developing
Describing the learner. The
student provides a detailed
description of the learner
including their needs,
learning style and barriers to
learning and explains how
the teaching will impact the
client’s outcomes.
Student demonstrates
critical evaluation of
the learner. Student
identifies connections
to the learner’s
assessment, needs and
how the teaching will
influence the learner.
Student begins to
focus on the learner
but there are weak or
no connections to the
learner’s assessments
and needs. The student
identifies how the
teaching will influence
the learner.
Undeveloped
Student
description is
vague and unclear.
There are no
connections made
between the
learner and learner
needs.
15 points
10-14 points
5-9 points
Description is clear
but not learner focused
on only focused on
two domains of
learning.
10-14 points
Student begins to
describe learning
activities that will
promote teaching or
response is limited to
two learning domains.
Description is
unclear and vague.
10-14 points
Limited connection of
teaching activities to
evidenced based
resources.
10-14 points
Student describes
evaluation methods of
5-9 points
Does not include
any rationales based
on evidenced based
resources.
5-9 points
Does not evaluate
the teaching plan.
Goals of teaching
Description is clear
Student provides the goals of and focused on each
teaching in all domains of
learning domain.
learning.
Describes the activities of
teaching.
Student explains two actions
or interventions used to
assist the learner meet their
goals in all domains of
learning.
Rationale Student validates
the teaching activities using
evidenced based resources in
all domains of learning.
Describes the evaluation of
learning. Student identifies
15 points
Student demonstrates
critical exploration of
learning activities that
will assist the learner
to meet teaching goals
in all learning
domains.
15 points
Connects rationale of
teaching activities to
evidenced based
resources.
15 points
Student describes
critical evaluation
5-9 points
Description is vague
and unclear.
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and describes how learning
will be evaluated.
Submission – spelling
grammar, adherence to APA
formatting, use of
appropriate references.
methods of the
teaching plan and
incorporates long-term
and short-term
evaluation methods
10 points
the teaching plan and
incorporates long-term
or short-term
evaluation methods.
Student presents a
clear and concise
paper with no
spelling, APA or
grammatical errors.
10 points
Student presents a
clear and concise
paper with 1-5
spelling, APA or
grammatical errors.
5-9 points
5 – 9 points
0-5 points
Student presents a
confusing paper that
is difficult to
understand with
more than five
spelling, APA or
grammatical errors.
0-5 points
Presentation The student
presents a clear and concise
teaching plan in less than 15
minutes and provides
appropriate hand-outs that
enhance the opportunity for
learning.
Total Points
The student presents a
clear and concise
teaching plan in less
than 15 minutes and
provides appropriate
hand-outs that enhance
the opportunity for
learning. 20 points
The student presents a
clear teaching plan in
more than 15 minutes
and provides
appropriate hand-outs
that enhance the
opportunity for
learning. 15-19 points
The student presents
a clear teaching plan
in more than 15
minutes and
provides hand-outs
that do not enhance
the opportunity for
learning. 10-14
points