Case Study-2: Care Approach and Treatment Plan

Running head: CASE STUDY-2
Case Study – 2
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CASE STUDY-2
Case Study – 2
Care Approach
Mr. P’s care approach is based on the resolution of his self-care challenges through
the administration of person-centered interventions. The self-care approach in Mr. P’s case
should be administered in a manner to enhance his quality of life, coping strategies, and
self-confidence level (Rafii, Fatemi, Danielson, Johansson, & Modanloo, 2014). The care-
approach must effectively promote the active participation of Mr. P in his treatment
measures. The dietary education in Mr. P’s case should be imparted in a manner to achieve
the desired sodium management goals. The education sessions should promote the
engagement of Mr. P’s spouse while prioritizing his family considerations/financial
constraints, cultural context, and issues related to food access (Abshire, et al., 2015). The
individualized follow-up sessions must be undertaken to evaluate Mr. P’s dietary compliance
while encouraging him to follow the diet plan through therapeutic communication. The
development of a positive therapeutic interpersonal relationship between Mr. P and his
treating physician/nurse and is highly needed in the context of enhancing the overall
patient-clinician experience. The use of therapeutic communication with Mr. P is also
required to increase his engagement in the process of shared decision-making for achieving
the therapeutic targets (Kornhaber, Walsh, Duff, & Walker, 2016). The establishment of a
person-centered therapeutic relationship with Mr. P is substantially needed to address his
unmet requirements/emotional complications and elevate medication compliance in the
context of enhancing the wellness outcomes.
Treatment Plan
The interprofessional health care team requires prioritizing Mr. P’s drug-related
issues while minimizing the pill burden and screening the adverse drug-withdrawal episodes

CASE STUDY-2
(Farrell, Shamji, Monahan, & Merkley, 2013). Utilization of appropriate tapering strategies is
also recommended to effectively optimize Mr.P’s dose administration in the treatment
setting. The assessment of lower treatment threshold in Mr. P’s case is highly necessary to
reduce the quantity and dosages of the prescribed medicine (McCracken, McCormack,
McGregor, Wong, & Garrison, 2017). This step will substantially assist Mr. P to overcome his
polypharmacy issues and minimize the risk of overtreatment. The customization of CBT
(Cognitive Behavior Therapy) in accordance with Mr. P’s personalized requirements and
level of distress is highly needed to minimize the intensity and frequency of his
dysfunctional beliefs (Chand & Huecker, 2018). The administration of behavioral change
interventions is also needed to effectively elevate the adherence of Mr. P to the
recommended diet and medication (Thom & Lean, 2017). Mr. P should be encouraged to
undertake diaphragmatic breathing or deep breathing exercise in the context of enhancing
his respiratory health. This diaphragmatic breathing will also prove to be an effective mind-
body intervention in the context of enhancing Mr. P’s mental health outcomes (Ma et al.,
2017).
Education Method and Rationale
Health care professionals should utilize the teach-back educational method to
improve the participation of Mr. P and his family persons in medical decision-making
process while improving the quality/safety of health care interventions (Klingbeil & Gibson,
2018). The clinicians/nurses initially require explaining the disease management strategies
to Mr. P and his caretakers and subsequently ask them to repeat their understanding of the
health care plan. This method will provide a platform for Mr. P and his family members to
ascertain their understanding of the disease and its health care approaches while clarifying
their doubts and discrepancies through questions and clarification. The teach-back method