Readiness for Enhanced Knowledge Nursing Diagnosis and Nursing Care Plans

Last updated on May 14th, 2024 at 12:06 am

Readiness for Enhanced Knowledge Nursing Care Plans Diagnosis and Interventions

Readiness for Enhanced Knowledge NCLEX Review and Nursing Care Plans

Readiness for Enhanced Knowledge is a NANDA wellness nursing diagnosis that involves helping the patient deal with sequence of cognitive information related to a particular topic or learning acquisition to health-related objectives and can be reinforced.

Knowledge is an essential and crucial component of health and recuperation. It may involve any of the three domains: cognitive (intellectual activity, problem-solving), affective (feelings, attitudes, and beliefs), and psychomotor (movement, physical skills or procedures).

Hence, the nurse’s responsibility is to educate the patient and explain particular health issues and concerns. Adult literacy concepts also guide the teaching-learning process.

Nurse’s Role as Patient Educator

Patient education is a vital aspect of a nurse’s job. Patients are more capable of enhancing their health when they are educated. Patients who are involved in their care regimen are more likely to participate in therapies that may improve their health.

In the healthcare setting, physicians play an essential role in patient education. However, physicians are not the only ones that educate patients. Nurses usually step in to provide patient education as a tool for delivering nursing care to achieve the most outstanding health outcomes for patients. In almost every patient contact, the knowledge of the patient should be enhanced to promote recovery and self-care as much as possible.

Dorothea Orem’s Self-Care Theory states that the purpose of nursing is to ensure the wellness of their patients and satisfy their self-care demands – a process that frequently includes patient education.

When creating and doing the nursing interventions under the care plan Readiness for Enhanced Knowledge, it is important to note that various factors influence patient education, notably age, intellectual capability, developmental status, physical restrictions, the fundamental disease process and comorbidities, and sociocultural issues.

Certain ethnic and religious groups have distinct beliefs and health practices that must be considered while developing a lesson plan.

Efficient patient education begins when a patient is brought to the hospital and continues until discharge. Throughout a patient’s stay, nurses should take advantage of each fair chance to educate the patient about self-care.

Patients may be taught how to administer insulin, bathe a child, or change a pouching colostomy device as part of their self-care instruction.

Without sufficient information, a patient may return home and repeat unhealthy behaviors or choose to disregard the management of their medical issue. These behaviors could result in a recurrence and readmission to the hospital. Therefore, nurses may train patients on the following topics to educate them:

  • The self-care measures the patients need to undertake
  • Why must patients practice self-care?
  • How to quickly recognize warning signs or symptoms of a particular condition.
  • What to do if a health dilemma arises.
  • Contact person or organization if the patient has any concerns.

Nonetheless, many patients are uneducated about healthcare. That is why nurses must examine their patients to decide the best strategy to teach them about their health and how much they already understand about their health condition.

They must also establish rapport with patients by asking questions to elicit concerns. Nurses may need to modify their teaching tactics to accommodate patients’ concerns. Many patients desire thorough information, while others may merely want a checklist.

Following the completion of the patient evaluation, nurses can deliver instruction by using the following methods:

  • Using common words and phrases that can easily be understood
  • Using reading materials written at the sixth-grade level
  • Consider utilizing educational video or audio recordings

Finally, a hands-on approach is critical in ensuring that a patient fully comprehends the medical requirements. Nurses should also demonstrate the process and have patients recite it or conduct it independently. Nurses should also educate the patient and the family, friends, and caretakers at home.

Techniques to Enhance Patient’s Knowledge

  1. Make use of educational technology. Patient education materials are now more widely obtainable because of advances in technology. With the click of a button, educational resources can be customized and printed out for patients. Ensure that the patient’s specific requirements are satisfied. Instead of simply handing the patient a stack of papers to read, go over them to ensure they understand the instructions and answer any questions that they may ask. Some resources are even available in more than one language.
  1. Evaluate the patient’s preferred learning style. A variety of techniques may provide accurate information. Providing education through various modes reaffirms teaching. Patients learn in different ways, so find out whether the patient learns best by watching a video or reading. A practical learning approach in which the patient performs a procedure under the supervision of the nurse is frequently the ideal technique.
  1. Encourage the patient’s interest. Patients must understand why this is necessary. Build rapport, respond to questions, and take into account particular patient concerns. Some patients may require specific information about every aspect of their health condition, whereas others may require only the facts and benefit from a simple checklist.
  1. Recognize the patient’s limitations as well as his or her strengths. Is the patient’s ability to learn hampered by physical, mental, or emotional issues? Some patients may require large print materials, and if the patient has a hearing impairment, utilize visual materials instead of using verbal instructions only. Patients should always be asked to clarify what the nurses have taught them. Some patients will frequently nod “yes” or claim that they understand what is being taught even if they have not probably heard or acknowledged it. When educating patients, consider lethargy and the shock of learning a critical diagnosis.
  1. Include family members in healthcare decision-making. Family involvement in patient instruction increases the likelihood of following the instructions properly. In many cases, the nurse will be the one who provides the majority of the instruction to family members. Families are crucial in healthcare management. Thus, educating patients and their families can be one of the most complicated and rewarding aspects of nursing care. An excellent education has a significant effect on health outcomes.

Readiness for Enhanced Knowledge Nursing Diagnosis

Readiness for Enhanced Knowledge Nursing Care Plan 1

Alzheimer’s Disease

Nursing Diagnosis: Readiness for Enhanced Knowledge related to patient’s desire to keep optimal cognitive skills and memory secondary to Alzheimer’s disease as evidenced by patient’s verbal report of wanting to know more about the disease and its management

Desired Outcome: The patient will be more knowledgeable about his condition and will learn how to slow down the progression of the symptoms.

Readiness for Enhanced Knowledge Nursing InterventionsRationale
Examine the patient’s current knowledge about Alzheimer’s disease.  A baseline of the patient’s knowledge is a unique way to develop a teaching plan’s starting point without overwhelming the patient. As a result, the nurse will clearly understand which key points to address first.    
Examine the preparedness of the patient to gain knowledge about the health condition.    Modifications in a person’s health and hospitalization can have an impact on their ability to digest and process information. Timing is critical in the teaching and learning process, as is adapting to the patient’s condition and their perspective of it.    
Ascertain the patient’s preferred learning style.  There are various methods for learning the same relevant data. The patient’s learning process determines the use of specific teaching and learning materials to facilitate learning.    
Motivate the patient to ask questions or clarifications for their health concerns.  The patient can participate in the learning process by asking questions. It indicates that the patient is paying attention to the information and is interested in learning. By asking questions, the patient participates in his or her care and informs the health care professionals about what subject matters to cover next.    
Provide the patient with physical comfort.  According to Maslow’s hierarchy of needs, basic physiological needs must be met before patient education can begin. Assuring the patient’s comfortability allows them to focus on what is being explained or illustrated.  

Readiness for Enhanced Knowledge Nursing Care Plan 2

Lung Cancer

Nursing Diagnosis: Readiness for Enhanced Knowledge related to patient’s verbalization about improving overall health secondary to lung cancer as evidenced by verbal report of wanting to know more about the disease and its management and reported attempts to quit smoking

Desired Outcome: The patient will communicate his or her understanding of the implications of the symptoms, progression, and potential complications of smoking and will be decided to finally stop the bad habit.

 Readiness for Enhanced Knowledge Nursing InterventionsRationale  
Assist the patient in incorporating new information about the disease and its management into his or her daily life.  This technique assists the patient in constantly making adjustments that will produce positive outcomes in behavior.    
Use open-ended questions and encourage patient feedback during patient education sessions.When patients have a fundamental idea of what to expect, they can better ask questions freely. Interpretations and demonstrations should be straightforward, comprehensive, and perfectly reasonable.
Encourage patients to ask questions or clarifications.    Questions can help for open communication between healthcare professionals and patients and confirm comprehension of the information provided.
Determine the significance of learning needs within the context of the overall treatment plan.    This intervention aims to ascertain what needs to be clarified, especially if the patient has prior knowledge of the situation. Recognizing what to emphasize will help both the nurse and patient avoid wasting time.
Encourage self-directed and self-designed knowledge acquisition.    Patients are aware of the challenges that will emerge in their environments, and they must be motivated to approach educational activities based on their highest priorities.    

Readiness for Enhanced Knowledge Nursing Care Plan 3


Nursing Diagnosis: Readiness for Enhanced Knowledge related to patient’s verbal desire to have an improved visual acuity secondary to cataracts as evidenced by verbal report of wanting to have a clearer and sharper vision.

Desired Outcome: The patient will comprehend the significance of attaining the best possible vision and learn how to prevent vision loss and eye illnesses.

Readiness for Enhanced Knowledge Nursing InterventionsRationale
Examine the patient’s vision and ability to execute tasks.    This intervention establishes a baseline for determining changes in the patient’s visual function.
Educate the patient about age-related vision problems, cataracts, and ways to cope with visual acuity alterations.    Educating the patient aids in increasing their knowledge of visual changes, and informing them about the vital information they need to know about their health condition is beneficial for their recovery.
Assess the patient’s motivation and readiness to learn how to control their condition.    Patient education requires energy. Patients must see the need or the reason to learn. However, they have the option to reject educational services as well.  
Encourage the patient to seek clarification on any aspects of cataract that he may not comprehend.  The patient might engage in the learning process by asking questions. It indicates that the patient is paying attention to the health issue and is eager to learn. The patient participates in their care regimen by asking questions and informing the healthcare team about what topics to cover next.  
If surgery is scheduled, inform the patient and family about the operation, post-surgical care, and the need for medical follow-up. Inform the doctor also about any problems or critical signs and symptoms.    This intervention helps to reduce anxiety by preparing the patient for what to expect, facilitating compliance, and providing information about probable complications.

Readiness for Enhanced Knowledge Nursing Care Plan 4

Heart Failure

Nursing Diagnosis: Readiness for Enhanced Knowledge related to patient’s desire to improve overall health condition secondary to heart failure as evidenced by asking questions on how to manage and prevent episodes of attack.

Desired Outcome: The patient will learn to recognize the signs and symptoms of heart failure and the critical approaches to manage the condition.

Readiness for Enhanced Knowledge Nursing InterventionsRationale
Educate the patient about the regular rhythm of the heart. Include details on the patient’s deviation from the normal function.  Adherence to specified treatment regimens can be improved by knowing disease processes and expectations.
Reiterate to the patient the rationale and pharmacology of every treatment. Include family members or others in patient education as needed, particularly for complex home therapy regimens.  This intervention aims to help people understand complex home therapy regimens. Moreover, educating the family will also improve symptoms control.    
Patient education entails discussing drugs, their purpose, and any side effects. Therefore, deliver both oral and written directions for the patient.    Recognizing treatment goals and the significance of promptly reporting side effects can help prevent the onset of drug-related problems.
Educate and get a return demonstration of the capacity to take and document daily pulse and blood pressure measurements, as well as notify a health care professional when parameters rise or fall above or below a predefined rate or when pattern or regularity varies.    Self-monitoring of vital signs is encouraged. Early detection of these vital signs alterations allows for appropriate action and may help avoid more severe consequences.
Educate the patient on the significance of remaining active without growing weary and resting between those activities.    Extreme physical activity or forceful exertions can lead to a heart attack, aggravating failure and necessitating a change in the exercise routine.

Readiness for Enhanced Knowledge Nursing Care Plan 5


Nursing Diagnosis: Readiness for Enhanced Knowledge related to an adequate comprehension of the complications of the health issue secondary to hypertension as evidenced by patient’s questions about preventive measures against high blood pressure.

Desired Outcome: The patient will express his or her awareness of the disease process and treatment regimen and highlight potential possible complications that require medical care.

Readiness for Enhanced Knowledge Nursing InterventionsRationale
Work with the patient to explore suitable lifestyle modifications to lower modifiable risk factors.  Changing “familiar or typical” behavioral habits can be difficult and stressful. Support, direction, and empathy can help patients complete these tasks more successfully.  
Reiterate the significance of sticking to therapeutic interventions and attending follow-up consultations.  Disagreement is a common cause of antihypertensive therapeutic failure. Hence, regular evaluation for patient participation is crucial to therapy success.
Discuss the rationale for the advised dietary regimen, which is often minimal in salt, saturated fat, and cholesterol.    Saturated fat, cholesterol, sodium, alcohol, and calories in excess have all been identified as dietary dangers in hypertension.  
Focus on the patient’s literacy skills during hypertension patient education.  Publications for patients with inadequate literacy skills should be brief and include culturally acceptable illustrations.    
Examine the signs and symptoms of patients who need to notify their healthcare professional.    Early detection of signs and symptoms of hypertension is the ultimate way to manage the condition.

Nursing References

Ackley, B. J., Ladwig, G. B., Makic, M. B., Martinez-Kratz, M. R., & Zanotti, M. (2020). Nursing diagnoses handbook: An evidence-based guide to planning care. St. Louis, MO: Elsevier.  Buy on Amazon

Gulanick, M., & Myers, J. L. (2017). Nursing care plans: Diagnoses, interventions, & outcomes. St. Louis, MO: Elsevier. Buy on Amazon

Ignatavicius, D. D., Workman, M. L., Rebar, C. R., & Heimgartner, N. M. (2018). Medical-surgical nursing: Concepts for interprofessional collaborative care. St. Louis, MO: Elsevier.  Buy on Amazon

Silvestri, L. A. (2020). Saunders comprehensive review for the NCLEX-RN examination. St. Louis, MO: Elsevier.  Buy on Amazon


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The medical information on this site is provided as an information resource only and is not to be used or relied on for any diagnostic or treatment purposes.

This information is intended to be nursing education and should not be used as a substitute for professional diagnosis and treatment.

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Anna Curran. RN, BSN, PHN

Anna Curran. RN-BC, BSN, PHN, CMSRN I am a Critical Care ER nurse. I have been in this field for over 30 years. I also began teaching BSN and LVN students and found that by writing additional study guides helped their knowledge base, especially when it was time to take the NCLEX examinations.

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