CHF Teaching Observation


CHFTeaching Observation

CHFTeaching Observation

Teachingpatients require a lot of patience and ability to listen along withexcellent explanation skills. This is one of the main lessons Ilearnt when I observed a nurse teach a patient at the ABC hospital. Ispent several hours observing the nature, content and quality ofteaching that the presiding nurse at the hospital was teachingpatients about congestive heart failure. It was impressive to notethat the nurse combined different aspects of teaching, especiallyeducative and therapeutic teaching. This made the sensitive topicmore understandable to the patient who seemed to grasp almost everyword that the nurse said. Moreover, the nurse delivered the contentin a manner that encouraged the patient to think for himself.

Thenurse made great efforts to make the session an educative teachingexperience. She started by describing how a normal heart shouldfunction so as to execute its main role in the human body. The nurseexcellently used nonverbal cues to do this, along with the actions.According to Grametet al (2010), using actions and nonverbal cues is important to helplearners understand certain abstract concepts. To understand the roleof a normal functioning heart, the nurse brought a chart showing theheart and the surrounding arteries and veins. To make it more clear,the nurse asked the patient to place the hand on his heart so as tofeel the real time operations of the heart, as she explained thechart. By the use of a chart, the nurse explained how a dysfunctionalheart.

Thenurse successfully used comparative skills of teaching to teach thecondition of congestive heart failure to the patient. Afterconfirming the patient had understood the physiology of the heart,the nurse then explained the condition of congestive heart failure.The nurse explained using another chat that had clear graphics of theabnormal heart caused by the health condition. According toGrametet al (2010), the use of teaching aids is important because humanbeings learn more from what they see. In a therapeutic manner, thenurse went on to explain certain symptoms to the patient who waskeenly following the session. The nurse explained all the symptomsand described why they happened as a result of the congestive heartfailure condition. To drive the content home, the nurse introduced athird chart of a human body with all the veins and arteries.

Theteaching session was also an interactive experience that involved awarm atmosphere between the two. Therapeutically, the nurse asked thepatient to describe the symptoms he had been feeling over the pasttwo weeks in relation to what they had discussed. The teachingsession suddenly turned into a discussion between the two. Accordingto Grametet al (2010), proper teaching experience should involve the views ofthe teacher and the student, especially in the health topics. Thenurse listed all the symptoms for the patient and handed the list tohim. The patient confirmed to himself that he had the congestiveheart failure condition. However, the nurse explained that thecondition could be managed if the patient followed the guidelines sheexplained.

Thenurse successfully combined educative and therapeutic teaching tohelp the patient understand how to prevent adverse effects of thecondition. Particularly, the nurse described the measures andrecommendations for the patient. Ranging from the nutritional measureof physical exercising, the nurse turned the rest of the session toan explorative solution-oriented discussion. I got inspired by theexcellent teaching skills of the nurse and would like to teach likeher. Therefore, I noted all the abovelessons and skills to guide my career development in the profession.


Gramet,P., Jacobs, K., &amp Sopczyk,D. (2010). HealthProfessional as Educator: Principles of Teaching and Learning.Sudbury,MA:Jones &amp Bartlett Learning