Nursing Care Plans for Knowledge Deficit

A Nursing care plan of Knowledge Deficit is used when there is a lack of cognitive information or psychomotor skills required for health recovery, maintenance, or health promotion. Teaching may take place in a hospital, ambulatory care, or home setting. The learner may be the patient, a family member, a significant other, or a caregiver unrelated to the patient. Learning may involve any of the three domains: cognitive domain (intellectual activities, problem solving, and others); affective domain (feelings, attitudes, beliefs); and psychomotor domain (physical skills or procedures). The nurse must decide with the learner what to teach, when to teach, and how to teach the mutually agreed-on content.

Example of Nursing Care Plan For Knowledge Deficit

Example Related Factors for Knowledge Deficit Nursing Care Plans:

  • New diagnosis, procedure, treatment
  • Complexity of treatment
  • Cognitive/physical limitation
  • Misinterpretation of information
  • Decreased motivation to learn
  • Emotional state affecting learning (anxiety, denial, or depression)
  • Unfamiliarity with information resources

Assessment in Nursing Care Plans for Knowledge Deficit

  • a deficiency in knowledge or skill
  • Does not correctly perform a desired or prescribed health behaviour.
  • Request information
  • Lack of integration of treatment plans into daily activities.
  • Expresses inaccurate perception of health status.
  • Exhibits or expresses psychological alteration, (anxiety, depression) resulting from misinformation or lack of information.

Knowledge Deficit Nursing Care Plans: Key Outcomes

The patient will:

  • Describe disease process, causes, factors contributing to symptoms.
  • Describe procedure(s) for disease or symptom control.
  • Identify needed alterations in lifestyle.

Intervention for Knowledge Deficit Nursing Care Plans:

1)Assess patient’s readiness to learn by assessing emotional response to illness.

  • Acceptance
  • Anger
  • Anxiety
  • Denial
  • Depression
  • Other _____________________________________

2) Allow person to work through and express intense emotions prior to teaching

3) Examine patient’s health beliefs

4) Assess patient’s desire to learn

5) Assess preferred learning mode:

  • Auditory
  • Group
  • One on one
  • Visual
  • Other

6) Assess literacy level

7) Provide health teaching and referrals: _________________________________

8) Plan and share necessity of learning outcomes with patient – significant other

9) Evaluate patient – significant other behaviors as evidence that learning outcomes have been achieved:

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