Mr. T.Y. is a 51 year old Caucasianmale scheduled for cardiac catheterization. His risk factors forheart disease are prior congestive heart disease, transientischemic attack involving left arm, former prolonged tobacco use, adiet high in saturated fat, hyperlipidemia, obesity, hypertension,and poorly controlled diabetes. He made some attempts at riskreduction, stopping smoking two years ago and losing 40 pounds.However, he currently enjoys eating red meat at least twice a day.A butcher, he states he has no intention of quitting because heloves meat which is high in saturated fat.
Mr T. Y. has questions about thispending heart catheterization, though he had undergone one in 2002.He was concerned about the risks of possible new percutaneousinterventions, and fearful that his disease might be too advancedfor any treatment. Mr. T. Y. is coping with his anxiety by readinghis Bible and praying, talking to his family on the phone, andasking numerous questions of the staff about the procedure.
His nurse assessed him as eager andmotivated to learn about the cardiac catheterization procedure, butonly somewhat motivated to learn about the appropriate dietarymanagement of his heart condition. He did ask questions about whatwould be healthy to eat, but when he was told what an optimal dietwould be, he shook his head “No,” indicating that a heart healthydiet as described was unacceptable.
- Identify at least three high-priority learning needs (asevidenced by need for behavioral changes, not just by knowledgedeficit) for Mr. T.Y.
- Using the four indicators of physical, emotional, experientialand knowledge readiness, contrast Mr. T.Y.s readiness to learnabout the imminent procedure with his readiness to learn abouthealthy dietary changes
