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Teaching Paper: Teen Acne

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Teaching Paper: Teen Acne Lauren Henry West Coast University

Teen Acne

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One of the many roles of a nurse is to educate clients on their conditions, how to improve their health, and give them the required skills to make the necessary adjustments based on their condition. To be an effective counselor to the patient, the nurse must have strong communication skills, and possess the ability to pivot based on individual needs, preferred learning modalities, and education level of the client (Taylor et al., 2019). These skills are also very important when addressing the pediatric population. Children on all age groups will have varying responses to medical professionals, and it is important that we adapt our interactions to accommodate their age, ability to communicate for themselves, and to include the parent or caretaker in their treatment. Comprehensive Assessment A. R. is an 8-year-old, Asian-American, female who was assessed via telehealth, and was a volunteer participant in the online learning modality through West Coast University. She has a previous medical history of allergic rhinitis and eczema, however, both conditions were in remission at the time of contact. She resides in a single-family home with her biological mother, father, and biological younger brother. Her father was present and involved throughout the assessment and was able to provide additional information regarding medical history, medications, nutrition, immunizations, and respond to other pertinent assessment questions. A. R. Is in the third grade, and although she is learning to read, the information on the pamphlet was beyond her abilities. However, there were many images to assist with the content of the brochure. Client Learning Needs Assessment

Teen Acne

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When I introduced myself to A. R., I stated my name and indicated that I was a nursing student at WCU. I assured that her father was nearby and could hear the conversation. I explained to her that we were going to ask her a series of questions, and that if she did not want to answer any she could say no, or if she did not know any answers, she could ask her father for assistance. In addition, I ensured that I spoke slowly, using terminology appropriate for her age, and encouraged feedback and participation from her, to ensure an engaging and positive environment. She was very willing to participate and was eager to answer questions about things that she felt comfortable with, such as the types of food that she enjoyed, the games that she liked to play at school, and her favorite things on the internet. In addition, she was able to demonstrate the ability to count by twos and fives, recite the days of the week, and differentiate between her right and left side. These skills indicated that she is meeting necessary cognitive milestones for her age. After continuing to maintain a dialogue and develop a comfortable and trusting relationship with A.R., I assessed her knowledge of acne. She was not familiar with the term, but when I explained that it was a skin condition, she remembered that she used to have eczema. I continued to share information with her about the potential changes that her body could undergo as she enters puberty, such as developing pimples, whiteheads, and areas of redness on her face, and other areas of the body. She was intrigued with the information I was sharing, and I was able to conclude that she did not have any previous exposure to this topic. Subsequently, the nursing diagnosis developed is as follows: deficient knowledge related to insufficient information as evidenced by the client saying "no" when asked if she knew what pimples or zits are. Criteria and Teaching Strategies

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Prior to broaching the topic with A R, the desired learning outcomes were determined as follows: identify what acne looks like, as she and her peers will likely have some form of it later in life, and to state which types of food can make acne worse. When A R was asked how to describe acne, she stated that it is a “red rash” or “white dots that can show up on your face.” When asked to recall which foods can trigger acne flare-ups, she responded, “McDonalds and milkshakes.” These responses are appropriate, as high glycemic foods, such as French fries, hamburger buns, and sugary drink, such as sodas, lead to acne. Moreover, hormones from cow’s milk, which can be found in milkshakes, can also increase acne (AADA, 2021). Teaching and Learning Evaluation The teaching program went well. The information had to be modified for the client’s grade level. It was beneficial because she was able to understand at a younger age the impacts that food choices can have on the disease process. She asked questions, for example, she stated, “if I eat at McDonald’s, will my skin turn red like the boy in the picture?” I explained that fast food does not cause the problem, but if she does experience this skin condition when she is older, those kinds of foods make it worse. In addition, the opportunity to provide teaching to a pediatric client was beneficial for me, as I had exposure to adapting my teaching and communications styles to meet the needs of this specific client.

Teen Acne

5 Resources

American Academy of Dermatology Association. (AADA). (2021). Can the right diet get rid of acne? Retrieved from: https://www.aad.org/public/diseases/acne/causes/diet Taylor, C., Lynn, P., & Bartlett, J. (2019). Fundamentals of Nursing, The Art & Science of Person-Centered Care, 9th Edition. Philadelphia, PA: Wolters Kluwer Health....