Patient Education Script for Panadeine Forte Medication

This patient education script is about Panadeine Forte medication. It includes the medication's details, dosage, side effects, and precautions. The script also follows adult learning principles to ensure effective learning.

Patient Education Script 1
PATIENT EDUCATION SCRIPT
Student by (Name)
Professor’s (Name)
College
Course
Date

Patient Education Script 2
Patient’s context
Caroline is a day five postoperative patient, and her discharge has changed by a day. She is
an employee working at a given Information Technology company, upon her discharge she
hopes to return to her employment. She will be on the medication (Panadeine Forte 2 tablets
qid).Caroline is very keen to go back to her bed.
Cues collected from the scenario:
Caroline has:
 She has declined the community nursing services
 She hopes to return to her employment shortly in the IT company
 She is very happy to go back home and stay in her bed.
Medication
Panadeine Forte is a kind of medicine with the brand names of Panadeine Forte Tablets.
The active ingredients are Codeine phosphate, hemihydrate, and Paracetamol. The medicine is
very good for the relieved of both the severe pain and fever. The patient should be properly
educated on the prescription depending on her age. Failure to follow medical instruction may
lead to future complications. The medicine should be kept away from children and at a
temperature of about 250Celcius.
Script Justification

Patient Education Script 3
Good morning Caroline my name is Robert
and am a Registered Nurse in charge of your
dischage. First I would congratulate you for
the quick improvement. The pharmacist has
sent me with your medication. I would like us
to go through the medication before you have
your discharge.
This introduction part is to build a
relationship with the patient. Use of polite
greetings and introduction makes feels that
despite her condition the nurses still cares for
her. Introduction also initiates the agenda of
the discussion.
It is ok. Robert, you’re most welcome.
Thank you, Mrs. Caroline. You have been
given a new medication due to the change in
your discharge. I am going to help you on
how to how to take the medicine.
Would it be ok if I sit down Mrs. Caroline?
Feel free to ask any question as we go
through this medical prescription.
According to the principles of adult learning,
adults always respond well to the learning that
is centered towards performing a common
task (Melton, 2017).
I will ensure that I maintain an eye contact
and display comfortable body language
including sitting in front of Mrs. Caroline to
engage her closely.
A conducive environment is required for
Caroline to ask questions freely. During the
discussion, she should be encouraged to ask
as many question as possible.

Patient Education Script 4
You may sit down Robert. Thank you for
taking your time to visit me. I wish to know
more about the medication.
Thank you, may I get closer to you? This is
Panadeine Forte. The medication is very
special; it will help you get relieved from both
severe and moderate pain. It will also help
with fever. Do you remember our surgical
Registrar talked to you about what to do and
not what to do while at home?
According to adult learning principle, the
adults always want to know why they are
learning about new medication (Bradley,
Chang, Fallar and Karani, 2015).
I would ensure that I maintain an eye contact
and the body language to facilitate learning.
The environment should be pleasant and free
from noise. I would sit down and display best
body language to capture the attention of
Caroline (Melton, 2017).
Yes, I remember well. He advised me on
the proper medication to take
Excellent Mrs. Caroline, Panadeine Forte
Tablets helps with both severe and the
moderate pain. You should take two tablets at
an interval of 6 hours (2 table 3 times a day)
that is two tablets in the morning, afternoon
and evening. You need to take the tablets with
clean water. Always ensure that you take
I should always ensure that several learning
preferences are included in our learning
process not only through the verbal.
Demonstrations and discussions may also be
used because these might be Caroline’s
preferences (Knier, Stichler, Ferber and
Catterall, 2015).

Patient Education Script 5
medicine as prescribed because the side
effects due to overdose are severe.Incase of
any problem with the medication, plesase feel
free to contact the doctors for any
consultation. Is that right?
It is ok, I will follow all instruction as
prescribed in this medication.
Thank you, Caroline, together with the
medication, take time to walk around and
have some small exercise as this will help you
with the joint pain. It is also advisable to take
a lot of water because to avoid constipation
which may occur as one of the side effects.
At this point, I want to confirm if I have
explained the medication correctly. Are you
at position to take me through the procedure?
Provide Caroline with the print documents
because of it the best way of reinforcing
learning (Veronovici, Lasiuk, Rempel and
Norris, 2014).
At this method, I will use teach-back –method
of learning to confirm Caroline understanding
on the medication.

Patient Education Script 6
Yes, Mr. Robert.I will take two tablets in
the morning, afternoon and evening. I
should always take it with clean water.
Exercise and water are also good for my
health.
In case I clear the dose yet the condition
not changed what I should do?
That is a good question, Caroline. You will
need to come back to the hospital for further
consultation as well with the stoma nurse who
will be checking on you.
Positive response is used to reinforce the
response on the importance of asking
questions by patients; this motivates Mrs.
Caroline with in-depth mastery of the
medication (Peter, 2015).
Did you have any other question, Caroline? In
case you have any question while at home
you can always contact pharmacist or doctor.
The medication also has some printed
documents to take home with you.

Patient Education Script 7
References
Peter, D., Robinson, P., Jordan, M., Lawrence, S., Casey, K. and Salas-Lopez, D., 2015, ‘
Reducing readmissions using teach-back: enhancing patient and family education,’ Journal of
Nursing Administration, 45(1), pp.35-42.
Veronovici, N.R., Lasiuk, G.C., Rempel, G.R. and Norris, C.M., 2014, ‘Discharge education to
promote self-management following cardiovascular surgery: An integrative review,’ European
Journal of Cardiovascular Nursing, 13(1), pp.22-31.
Knier, S., Stichler, J.F., Ferber, L. and Catterall, K., 2015, ‘Patients’ perceptions of the quality of
discharge teaching and readiness for discharge,’ Rehabilitation Nursing, 40(1), pp.30-39.
Melton, L., 2017., ‘Evidence-Based Discharge Education Guidelines to Improve Adherence to
Self-Care and Decrease 30-Day Readmissions for Older Heart Failure Patients,’
Bradley, S.M., Chang, D., Fallar, R. and Karani, R., 2015, ‘A patient safety and transitions of
care curriculum for third-year medical students,’ Gerontology & geriatrics education, 36(1),
pp.45-57.