Running head: PRENATAL TEACHING PLAN1

Prenatal teaching plan for Rita in case # 4

Truc La
NorQuest College
Assignment 1: Teaching plan for case # 4
NFDN 2004 - O01 XL 2016 Spring
Fauyiza Ali
June 16, 2016

PRENATAL TEACHING PLAN

Prenatal teaching plan for Rita in case # 4

Perry et al., (2013) stated becoming a parent is one of the maturational milestones of
adult life (p. 205), and the perinatal nurses health promotion interventions can affect the wellbeing of the woman, her unborn child, and the rest of her family for many years (p. 205).
During and after pregnancy, a woman needs a lot of supports from her partner, family, friends
and nurses to help a woman copes with physical and psychological changes (Perry et al., 2013).
Unfortunately, there are many women in Canada are experiencing physical and emotional abused
with an estimates of prevalence of violence in pregnancy vary, ranging from 5.7 to 6.6% to as
high as 29% (Public Health Agency of Canadas reported, as cited in Perry et al., 2013, p. 276).
The mothers health will have significant effect on the fetus. In this paper, I will discuss the
important of prenatal teaching plan for the client who is experiencing domestic violence and lack
of nutrient by going through the clients stage of growth and development, priority health
education in physical and psychological needs, teaching strategies and evaluate the effected of
my teaching plan for the client.
Rita is a 32 year old female and pregnant. She is married but does not live with her
husband because of his abusive. Currently, the client is staying with her sister. Ritas health
history includes: this is her 3rd pregnancy, 2 miscarriages, dark circle under her eyes, lost weight
since last time check-up, finger marks on right arm, bruises on abdominal, crying and worry for
the baby heart rate, she states powerless and all alone. During the conversation with Rita, I
notices the client does not make eye contact, wear heavy makeup and dark circles under her eyes.
As a result, I have a feeling that Rita really needs help, but she also does not want to tell me
everything. On the other side, I understand that Rita is really stress out by saying I am worry
about my babys heart rate and powerless and all alone. By saying that, she wants a lot of help

PRENATAL TEACHING PLAN

and support to have a healthy pregnancy. She needs somebody to talk, listen and guide her. The
clients stage of growth and development is at stage 6 of Eriksons theory which is Intimacy
versus Isolation: the primary task of young adulthood is to form close, personal relationship
(Potter, Perry, Ross-Kerr, and Wood, 2009, p. 321). However, the client is feeling lonely, and
avoiding make eyes contact because her husband abuses and does not support her.
The client is ready to learn and want to get out of this situation because the client reports
she left her abusive husband and express her feeling by saying powerless and all alone, and she
is worried about her babys heartbeat. After talking to me, she agrees to device the teaching in 2
sessions, and the teaching will be locate at the clinic because the client is living with her sisters
house. I make sure that the room is quite, enough light, and she is comfortable in her sitting
position as the environment can speed up or slow down the process of learning (Potter et al.,
2009). During the 2 teaching sessions, I sat facing the client and made eye contact. I was a good
listener from the beginning, this will enhances trust and facilities client communication because
it demonstrates acceptance and respect for the client (Potter et al., 2009, p. 257). I carefully
explain the 2 teaching plans to the client step by step, and told her that she can stop me anytime
during the teaching to ask question. The reason for choosing powerless and imbalance nutrient
because according to Perry et al., (2013) suggest when the mother has emotion unstable, it will
has an impact on physical, and nutrient status is one of the most important determinants of
pregnancy outcome (p. 275). I gave the client all the help line and address where the client can
get help. I also gave her the copy of Canadas Food Guide. At the end of my teaching session, I
also left her my phone number, so she can call me if she needs any help.

PRENATAL TEACHING PLAN

Nursing diagnosis for psychological: Powerlessness relate to domestic violence

relationship as evidenced by finding the finger marks on the patients right arm, bruises on the
abdominal, cried and said powerlessness and all alone.
Goal for learning objective: The client will report that she is gaining confident by
verbalizing and showing positive feeling, joyful after 4 weeks.
Teaching Strategies
1. Encouraging the patient to talk and express

Rational
1. A support systems of family, friends, and

her feeling to trusted friend, family members

colleagues who listen, offers advices, and

and nurses.

provide emotional support benefits clients

experiencing stress (Potter et al., 2009, p.
488).

2. Instruct the client to report any injury that

2. Prevent future abuse and increase the

caused by her partner.

safety and well-being of the women and her

infant (Perry et al., 2013, p. 216).

3. Advise the client that there are many

3. The client will know that they are not

resource available in the community by

facing this problem alone, these places can

proving the website, phone number and

give her a shelter to stay, and assist with

address.

making the right choice (Department of

Justice Canada, 2015).

4. Advising the client that inmate partner

4. Perry et al., (2013) suggest some clients

violence is not a good and healthy

may ignore the violence because the jealous

relationship.

and controlling behavior is interpreted as love

and devotion (p. 276).

PRENATAL TEACHING PLAN

Nursing diagnosis for physical: Imbalance nutrient: less than body requirement related
to psychological factors as evidence by lost weight since that last checkup.
Goal for learning objective: The client will have good appetitive by eating healthy food
and gaining healthy weight that required during pregnancy in less than 3 weeks.
Teaching Strategies
1. Teach the client the important of drinking

Rational
1. Perry et al., (2013) suggest dehydration

enough plain water, avoiding caffeine.

may increase the risk of cramping,

contraction, and preterm labour (p. 256) and
good fluid intake promotes regular bowel
function; constipation is sometime problem
during pregnancy (p. 256).

2. Providing a copy and explaining the

2. According to Perry et al., (2013) suggest

Canadas Food Guide to the client.

this will increase the client knowledge and

choose food that is readily available foods
rather than specialized diet supplements (p.
267).

3. Teach the client the important of taking

3. This will prevent anemia deficit, neural

prenatal vitamin and eating foods rich in folic

tube defect, lower birth weight, preterm labor

acid and iron such as kale, spinach, dark

(Perry et al., 2013).

green vegetable, orange, grain products.

4. Instruct the client to eat the right amount of

4. Health Canada (2011) recommended every

cooked fish in one week.

pregnant woman should have at least 150 g

of cooked fish each week. Fish contains
omega-3 fats and other important nutrients for

PRENATAL TEACHING PLAN

6
pregnancy (para. 4).

Four weeks after the two teaching sessions, I feel that the client and I have met all the
goals of learning objective. The client emotional expression is increasingly by showing positive
outcome such as smiling, making eyes contact during conversation, does not wear heavy
makeup. She is still living with her sister, and she also reported the problem to the police. The
client understood nutrient is playing an important role during pregnancy and reported she is
following the Canadas Food Guide for her diet. She is gaining healthy weight since the last
checkup and come to the clinic with her sister for prenatal checkup.
Conclusion
In all conclusion, teaching is playing an important role for everyone, and prenatal
teaching is not an exceptional. I believe if the client has good knowledge about their health and
get all the necessary information before, during pregnancy and after give birth, the client and the
fetus will have many benefits. However, to make the teaching become more successful or
happen, the learner needs to have the will to learn, or else the teaching will not be succeed
(Potter et al., 2009). In the future practice, I would use this teaching because I found it was very
useful when it came to find out what the client really needed, and it also helped me to have more
understand on certain client. After all, I am glad that I chose this topic for my teaching plan
because there will be many women are experiencing inmate partner violence and imbalance
nutrient during pregnancy like Rita.

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7
References

Perry, S.E., Hockenberry, M.J., Lowdermilk, D. L., Wilson, D., Keenan Lindsay, L., Sams, C.
A. (Eds.). (2013). Maternal child nursing care in Canada (1st ed.). Toronto, ON:
Mosby/Elsevier Canada
Potter, P. A., Perry, A. G., Ross-Kerr, J. C., & Wood, M. J. (Eds.). (2009). Canadian
fundamentals of nursing (4th ed.). Toronto, ON: Mosby/Elsevier Canada
Health Canada (2011, February 10). Prenatal Nutrient. Retrieved from: http://www.hcsc.gc.ca/fn-an/nutrition/prenatal/index-eng.php
Department of Justice Canada (2015, March 09). Get help with family violence. Retrieved from:
http://www.justice.gc.ca/eng/cj-jp/fv-vf/help-aide.html