IndexIntroductionPathophysiologyLearning contentsEvaluation of learningReferencesIntroductionParkinson's disease has devastating effects on the fine and gross motor skills of a person suffering from the disease and is linked to dementia and Cognitive decline in later stages. A characteristic mobility disorder linked to Parkinson's disease is bradykinesia, which is a slowing of movements. Because of this and other cardinal motor signs and symptoms of Parkinson's disease, it is directly related to our course content and Exemplary Mobility. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay The following pages will detail the nurse's teaching plan for a client with Parkinson's disease, including teaching objectives, teaching content, and evaluation of the client's learning of that content. This will be done using SMART (specific, measurable, attainable, relevant and timely) goals to best serve the client and evaluate learning. Pathophysiology An estimated one million people in the United States are living with Parkinson's disease. Approximately 60,000 people are diagnosed with Parkinson's disease (PD) each year (Kriebel-Gasparro, 2016). Parkinson's disease is a chronic, progressive, degenerative neurological disease that affects motor and non-motor functioning and is associated with cognitive decline. The cause of Parkinson's disease is the death of dopamine-producing neurons in the substantia nigra in the midbrain. These cells are a vital component in voluntary movement, involuntary movement, and some cognitive functions. The degeneration of these neurons is what causes the motor deficits in Parkinson's disease. What initiates the degeneration of these cells is believed to be largely idiopathic. The client is a 70-year-old man who has been diagnosed with Parkinson's disease for several years and is experiencing worsening physical symptoms. His risk factors are gender, age and his father had Parkinson's disease. He is a retired teacher and Army veteran who currently has no signs of dementia or cognitive impairment. Until recently he was able to tolerate the physical symptoms (tremors) and remain independent. He lives with his wife; whose health is poor. He was seen in the primary care setting for a fall at home and is receiving a new prescription for carbidopa/levodopa to help improve the effects of his current medication regimen. Several goals were put in place for this high-risk client. The client will need to identify three hazards or obstacles in the home environment that can be remedied before the next office visit. The client will also need to list three appropriate food choices with which to take carbidopa/levodopa before the end of the prescription appointment. Additionally, the client should be able to demonstrate at least four of the exercises shown in the exercise video before leaving the office. These goals all relate to mobility by ensuring mobility safety, minimizing mobility-impairing symptoms, and halting mobility decline. Educational Content After the consultation with the doctor, the nurse entered the client's private examination room with a packet of information for him and his wife to take home. The nurse began the teaching session by ensuring the client understood what Parkinson's disease was and how its progression was leading to an increase in the client's symptoms. The nurse began to explain how idangers present in the client's home could have interfered with his mobility, causing him to fall. These hazards were detailed as loose cords, rugs, inadequate lighting, stairs, slippery surfaces, and rubber-soled shoes. The client was asked to remove all trip hazards from walkways and install night lights for his trips to the bathroom in the middle of the night. Keep all daily activities on one level of the home if possible, use grab bars and non-slip suction cup mats in the shower, and avoid shoes or socks with rubber grips to avoid getting trapped on the floor. The client was asked if he had any questions about hazards in his home. The nurse then moved on to discuss the client's new Parkinson's disease medication, carbidopa/levodopa. This medication is added to the current dose of primidone you were taking for tremor. The nurse discussed that carbidopa/levodopa would help decrease the destruction of neurotransmitters in the client's brain, leading to relief of tremor and less rigidity. The nurse stated that common side effects of the drug were nausea, vomiting, involuntary muscle movements, and orthostatic hypotension. The client was encouraged to change positions slowly to avoid a dangerous drop in blood pressure. The client indicated that he commonly experienced unpleasant gastrointestinal symptoms when taking the 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 reduce gastrointestinal symptoms. The client was told that the medication could be taken with food, but only if the food was low in protein. The client stated that since his time in the army, 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 education section of the electronic information system at the office. This list included foods such as apple and grape slices, raw vegetable slices, gelatin, 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 with them. In addition to the new medication, the nurse has educated the client about the importance of exercising a minimum of 150 minutes per week. The client was told that exercise can improve gait, balance, tremors, flexibility, grip strength, and motor coordination. Physical activity of at least 150 minutes per week has also been associated with a lower incidence of depression, Nurse said (Neuroprotective). The nurse was able to play a video of exercises created by the office staff on the computer in the office. The video showed nine simple exercises that the client could do at home. The customer and his wife were able to watch the video within minutes. The nurse asked if the client wanted a physical copy of the video to take home or if he wanted an email with a link to access the video via YouTube. The customer stated that he had a DVD player at home and so the customer was given a physical copy of the video so he could refer to the information in the future. The nurse concluded the teaching session by asking if the client had additional questions. The client expressed no concerns, so the nurse gathered all the resources to take home and made sure the client knew how to contact the office with any concerns. Assessment of Learning During.