Table of ContentsIntroductionPathophysiologyEducational ContentLearning AssessmentReferencesIntroductionParkinson's disease has devastating effects on a person's fine and gross motor skills Impairment of the disease and is linked to dementia and cognitive decline in later stages. A characteristic mobility disturbance linked to Parkinson's disease is bradykinesia, or slowing of movements. For this reason, as well as other cardinal motor signs and symptoms of Parkinson's disease, are directly related to our course content and exemplary mobility. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essayThe following pages will detail the nurse's teaching plan for a client with Parkinson's disease, including teaching objectives, educational content, and assessment of client learning. of said content. This will be done using SMART (specific, measurable, achievable, relevant and timely) goals to better serve the customer and assess learning. PathophysiologyAn estimated one million people in the United States live with Parkinson's disease. Approximately 60,000 people are diagnosed with Parkinson's disease (PD) each year (Kriebel-Gasparro, 2016). PD is a chronic, progressive, degenerative neurological disease affecting motor and non-motor functioning and is associated with cognitive decline. The cause of PD is the death of neurons that produce dopamine in the substantia nigra of the midbrain. These cells play an essential role in voluntary movements, involuntary movements and in certain cognitive functions. The degeneration of these neurons is the cause of motor deficits in PD. What triggers the degeneration of these cells is thought to be largely idiopathic. The client is a 70-year-old man who has been diagnosed with PD for several years and is experiencing worsening physical symptoms. Her risk factors are her gender, her age and her father suffered from Parkinson's disease. He is a retired teacher and military veteran who currently has no signs of dementia or cognitive impairment. Until recently, he was able to tolerate physical symptoms (tremors) and remain independent. He lives with his wife; whose health is poor. He is seen in primary care for a fall at home and is given a new prescription for carbidopa/levodopa to help improve the effects of his current medication regimen. Several objectives were put in place for this high-risk client. . The client should identify three hazards or obstacles in the home environment that can be remedied before the next office visit. The client will also be asked to list three appropriate food choices with which to take carbidopa/levodopa before the end of the prescription appointment. Additionally, the client must be able to demonstrate at least four of the exercises presented in the exercise video before leaving the office. These goals all relate to mobility by ensuring mobility safety, minimizing symptoms that impair mobility, and stopping mobility decline.Educational contentAfter her consultation with the doctor, the nurse entered the hospital room. private examination of the client with a packet of information for him and his wife. to take home. The nurse began the teaching session by ensuring that the client understood what PD was and how its progression led to an increase in the client's symptoms. The nurse began to explain how the dangers present inclient's home could have impaired his mobility, causing him to fall. These hazards were detailed as loose cords, blankets, inadequate lighting, stairs, slippery surfaces and rubber-soled shoes. The customer was asked to remove all trip hazards from walkways and install night lights for trips to the restroom in the middle of the night. , keep all daily activities on the same level in your home if possible, use grab bars and non-slip mats with suction cups in your shower and avoid shoes or socks with rubber grips to avoid getting stuck on the floor. The customer was asked if he had any questions regarding hazards in his home. The nurse then discussed the client's new PD medication, carbidopa/levodopa. This medication is added to the current dose of primidone he is taking for his tremors. The nurse explained that carbidopa/levodopa would help decrease the destruction of neurotransmitters in the client's brain, resulting in relief of tremor and less rigidity. The nurse said common side effects of the drug were nausea, vomiting, involuntary muscle movements and orthostatic hypotension. The client was encouraged to change position slowly to avoid a dangerous drop in blood pressure. The customer reported that he frequently experiences unpleasant gastrointestinal symptoms when taking his current medication on an empty stomach. The nurse explained that it was important to take carbidopa/levodopa at regular intervals and gave advice on how to decrease gastrointestinal symptoms. The client was informed that the medication could be taken with food, but only if the food was low in protein. The client stated that since his military service, meat and potatoes or bread were eaten at almost every meal. The nurse had a printed list of low-protein foods for the client that was available in the patient teaching section of the electronic computer system at the office. This list included foods such as apple slices and grapes, raw vegetable slices, Jell-O, vegetable-based soups, and rice. The client was asked to avoid foods such as cheese, eggs, dairy, meat, and nuts. The customer was able to make notes on the printed list and take it home. In addition to the new medication, the nurse educated the client on the importance of exercising a minimum of 150 minutes per week. The client was told that exercise could improve gait, balance, tremor, flexibility, grip strength, and motor coordination. Physical activity of at least 150 minutes per week was also associated with a lower incidence of depression, said Nurse (Neuroprotective). The nurse was able to view an exercise video on the exam room computer created by office staff. The video showed nine simple exercises the client could do at home. The client and his wife were able to view the video in just a few minutes. The nurse asked the client if he would like the client to take a physical copy of the video home or if he would like to receive an email with a link to access the video via YouTube. The customer stated that he had a DVD player at home and therefore a physical copy of the video was given to the customer so that he could refer to the information in the future. The nurse ended the teaching session by asking if the client had any additional questions. The customer did not express.