Teaching Plan for Asthma Spacer Guideline

This teaching plan provides discharge education to parents of young children about the guideline of using asthma spacer. It includes a lesson plan, resources required, and evaluation. Suitable for nursing students and parents of children with asthma.

Running head: TEACHING PLAN
Name of the student:
Name of the university:
Author note:

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TEACHING PLAN
Part 1:
Introduction:
The purpose of the teaching plan is to provide discharge education to the parents of the young children about the guideline of using of
asthma spacer. The spacer is defined as the device used for administrating the aerosolized medication from the meter dosed inhaler. Because of
inadequate literacy and unaware of the advanced technology, a considerate number of parents are unable to provide accurate care to the children
who are suffering from the problem of asthma. A discharge education would be given to 20 parents of the children who were admitted to the
hospital to increase knowledge of spacer and how to use a spacer for reducing asthma. The discharge education would be conducted in the outdoor
hall of the hospital where Engaging and activity-based approach would be used to provide education involving physical along with the visual
demonstration of the way of using a spacer in the home environment. In the current context, Benner's Stages of Clinical Competence can be used
to guide the teaching session. According to (Elhami et al. 2018), Benner’s Stages of Clinical, the student nurse would be Novice who is new to the
situation they will practice. This process would help gain new experiences by engaging and providing education to the parents of young children.
Part 2:
Lesson plan temple:
Topic Guideline of using spacer Lesson objective To increase knowledge spacer and how to use it at home.

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TEACHING PLAN
Session length 12 minutes Number
of
students
20 Resources required  Computer / projector
 Spacer
 Internet connection
 Butchers paper
 Marker pens
 Spread sheet
Learners
characteristic
s
(assessment
of learners)
40 parents of the infants with asthma.
Primarily visual and tactile learners. Some
are anxious about their child. Low
motivation for learning because of anxiety.
Approach and modality Engaging and activity based. PowerPoint – picture and high
visual, demonstration using the spacer
Multiple modalities used – visual, kinaesthetic, auditory,
and tactile through linguistic, discussion, visual, media,
group work, writing, PowerPoint.
Sequence Activity type Approach/Modality Time Notes / rationale

Running head: TEACHING PLAN
1 Welcome and
introduction
Teacher led, auditory 1 min A teacher (student nurse) led introduction. Motivate parents about the learning
process. Provide incentives – goodies bag, free spacer and medications for
children and chocolate for children at end for cooperation.
Rationale :
Motivating parents about the learning would be helpful to provide the education.
It would empower them and facilitate the active participation. Incentives are the
effective method of motivating them (Peter et al., 2017)
2 Demonstratio
n spacer and
functions of
spacer
through
powerpoint
Instructive - auditory 3 mins Give parents a spread sheet containing age of the children and severity of the asthma
and history of asthma. Ask parents to stand up, move and sit in together in their
groups. Use PowerPoint to show a picture of spacer also represents the structure of
spacer. Ask parents anybody has any idea of it.
Rationale: Demonstration is through visual pictures, power points and asking
questions is effective method of engaging them in the teaching process (Peter et al.,
2017) .

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TEACHING PLAN
3 Group work –
Providing
opportunity to
parents who are
aware of the
spacer to
demonstrate to
other parents
Teacher facilitated.
Kinesthetic
2 mins Ask parents what they know about the spacer and how to use it. Acknowledging the
responses of the parents. Tell them to write it down or demonstrate to other parents by
moving around the room and help other parents.
Rationale :
According to Keskin, Grossman and Jariwala (2017), collaborative practice is effective
way of providing and gaining experiences. This process of demonstration ensures the
engagement and participation of all parents by asking questions. Consequently, it
empowers parents, develop relationship between parents and provide opportunity to the
teacher to gain the experience in the new practice field.
4 Demonstration of
spacer by teacher
using space
equipment’s.
Teacher facilitated.
Kinesthetic,
auditory, visual.
2 min Demonstrating the function of the spacer equipment with the help of the supervisor.
Rationale: visual demonstration of the function of spacer and how to use would help
parents to gain the understanding of the spacer and it would make them feel confident
about using the spacer in their home setting (Guénette et al., 2015).

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TEACHING PLAN
5 Show Teacher led -
demonstration by
parents
2 min Parents would be asked to use spacer one by one to boost their confidence and reduce
anxiety level.
Rationale: asking parents to demonstrate the use on their own would help to reduce
their anxiety and acquire skills to support the wellbeing of their child (Sari & Osman,
2015).
6 Evaluation Teacher led
discussion
2 min Ask parents about what they learn from the demonstration, group activity and
about the spacer. Has it made a difference to their understanding of spacer? Are
they now more aware of how to use spacer?
Rationale: asking parents about the teaching session would help teachers to gain
the understanding of the learning process and where teacher need to improve the
teaching process (Sheares et al., 2015).
Part 3:
Evaluation:
During the session of teaching, I have evaluated that I require certain skills of teaching to use it in my future practice. I have
observed that during the teaching session, the majority of the parents were anxious about their children and unable to understand my
instruction. I was unaware of strategies of how to effectively teach parents at the same time reduce their anxiety level. However, I
have observed during the demonstration and asking parents to participate in the process reduce their anxiety and they feel empowered.

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TEACHING PLAN
Therefore, to facilitate my teaching skills, I would be required to engage in the training as well as workshops to facilitate the conflict
resolving and patient care skills and empathetic skills.
Part 4:
Conclusion:
The purpose of the teaching plan is to provide discharge education to the parents of the young children about the guideline of
using of asthma spacer. The teaching session consists of 20 parents of children with asthma with the 12-minute session using
engaging and activity based. During the session, I was unaware of certain skills which I would develop through training.
Part 5: Group collaboration is an effective way of sharing information, developing a therapeutic relationship and empowers patients
for providing patient-centric care (Sheares et al., 2015).

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TEACHING PLAN
References:
Drummond, D., Monnier, D., Tesnière, A., & Hadchouel, A. (2017). A systematic review of serious games in asthma
education. Pediatric Allergy and Immunology, 28(3), 257-265.
Elhami, S., Ban, M., Mousaviasl, S., & Zahedi, A. (2018). Self-Evaluation of Nurses Clinical Competency based on Benner
Theory. Middle East Journal of Family Medicine, 7(10), 191-7.
Guénette, L., Breton, M. C., Grégoire, J. P., Jobin, M. S., Bolduc, Y., Boulet, L. P., ... & Moisan, J. (2015). Effectiveness of an
asthma integrated care program on asthma control and adherence to inhaled corticosteroids. Journal of Asthma, 52(6), 638-
645.
Keskin, T., Grossman, J., & Jariwala, S. P. (2017). Assessing the Impact of Smoking Status and Number of Comorbidities on
Improvement in Asthma Knowledge in Patients Receiving the Algorithmic Software Tool to Help Manage Asthma
(ASTHMA)-Educator and Nurse-delivered Asthma Education. Journal of Allergy and Clinical Immunology, 139(2), AB102.
Peter, D., Robinson, P., Jordan, M., Lawrence, S., Casey, K., & Salas-Lopez, D. (2015). Reducing readmissions using teach-back:
enhancing patient and family education. Journal of Nursing Administration, 45(1), 35-42.
Sari, N., & Osman, M. (2015). The effects of patient education programs on medication use among asthma and COPD patients: a
propensity score matching with a difference-in-difference regression approach. BMC health services research, 15(1), 332.

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Sheares, B. J., Mellins, R. B., Dimango, E., Serebrisky, D., Zhang, Y., Bye, M. R., ... & Evans, D. (2015). Do patients of subspecialist
physicians benefit from written asthma action plans?. American journal of respiratory and critical care medicine, 191(12),
1374-1383.