Smoking Cessation Education Plan for Asthmatic Patients: Session 1

This nursing assignment outlines a patient education plan for a 56-year-old asthmatic woman, Meryl, who smokes. The plan focuses on smoking cessation and asthma management through a structured session. The session, conducted at the patient's bedside, aims to educate Meryl about her conditi...Read More

Running head: NURSING ASSIGNMENT
NURSING ASSIGNMENT
Name of the Student
Name of the University
Author note

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Learning program Title of program: smoking cessation related education to the patient affected with Asthma
Session 1: Introduction of asthma to the patient
Session 2: Educating her on smoking and its effect on asthmatic condition with proving her importance of smoking cessation
Session title Session 1: Introduction of asthma to the patient
Date On the first day of the patient’s admission when the patient is physically stable and is able to understand her heath condition,
the information will be shared.
Time The time will depend on the availability of the nursing staff. generally the shift exchange time will be chosen for patient
education
Duration 40 min
As the patient will not be able to concentrate more than this time period.
Venue Patient’s beside
Venue set up The curtains will be closed to maintain privacy and make the room isolated.
requirements The light over the head of the patient will be turned off so that visual enhancement can be achieved.
The patient will be positioned in sit up position so that she can easily watch and understand the topic
If any family member wants to join the session, they will be provided a chair beside the patient.
Participant description
The patient is a 56 years old woman admitted to hospital due to asthmatic situation. She had a past history of asthmatic
situation and she smokes more than 8 cigarettes every day in spite of her asthmatic situation, as she is not being able to
change her smoking habit.
Participant numbers The primary focus of the patient education will be Meryl, however a family member will also be included in the healthcare
education for Meryl so that the person can assist her in controlling her smoking habit and asthmatic condition.
Prerequisite
The patient is a school teacher and she knows about her asthmatic condition, however she is not aware that her smoking habit
can be serious for the asthma and hence, she has minimal knowledge about her disease and the aim of the education session
will be making her understand the importance of smoking cessation in her health condition.
knowledge or skills
Resources required
Paper, pencil and pen for writing and drawing.
Folder full of pictures so that her knowledge can be enhanced.
Activity sheet for assessment.
She will also be rewarded with assessment feedback rewards
Books and pamphlets for further enhancing her knowledge.
Laptop with internet for video playing.

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Learning outcomes
By the end of this session, the patient will be able to
 understand the effect of her asthmatic condition
 she will understand the effect of smoking on her asthmatic condition
 she will explore the smoking cessation program and
 will be able to administer her medicines to control her asthmatic condition.
Aim of the session
 The primary aim will be providing the patient with clear and concise knowledge regarding her asthmatic
condition and the effect of smoking habit in such condition.
 To reduce the smoking habit of the patient so that her asthma can be controlled.

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Component Time Strategy
allocation
Opening 2 min
The lesson will start with a firm introduction with the patient and she will be informed about the purpose of
this session. Further with building a rapport with her, she will be informed about the flow of the learning
procedure.
Engagement Throughout
Watching videos, discussing and sharing thoughts, question and answer sessions, knowledge assessments, and
rewarding will be provided
of learners the session
Assess prior 2 min Following questions will be asking to identify the knowledge gap and assess patient’s emotional status:
knowledge Are you aware of what happening with you?
Can you share your knowledge regarding asthma?
What is your feeling related to asthma and its effects?
Body
Time Content Learning Rationale supported by Identify chosen Physical Question/Anticipat
activity literature educational resources ed difficulties
theory required
3min Basic
The patient will
be made watching
a video where the
complete
pathophysiology
will be explained
with animated
diagrams.
It is possible that simple
explanation may not be attractive
for the patient as she knows less
about her heath condition, hence,
the video will be showed (Martins
& carvalho, 2013). Cognitivism theory Lap top Unable to
knowledge of will be applied, as
open the web
link
asthma the video is Too much
(including designed at the noise around
1

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pitch of a patient.
Patient
s
ward.
The
pathophysiolog
y, the signs and
symptoms of
asthma, and
techniques of
self-
management
15 min
The patient may not be able to
understand the complete video as
her biological knowledge can be
limited, therefore assessment
evaluation becomes important and
further increase her knowledge
regarding her asthma related
condition. The educator should also
be able to find out the ways using
which the concept of asthma can be
taught to the patient easily (Salina
et al., 2012).
The theory of
constructivism will
be applied as in this
situation, the
educator is helping
the patent to
construct an
understanding
related to her health
condition further to
build up knowledge
related to the
concept.
Pen, pencil,
paper, folder
of pictures,
different
pamphlets
having
information
of asthma,
and
different
rewards for
active
participatio
n.
The
patient
is not
sharing
her
feeling
with
the
educat
or,
further
she is
unable
to
underst
and
medica
l
termin
ologies
The subject of the
topic will again be
discussed by the
educator nurse,
so that recap of
the topic can be
done. Further,

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good points on
successful
understanding
and active
participation will
be given to the
patient
5 min Educator will be re-explaining the
concept properly so that the learner
or the patient can relate that to her
signs and symptoms and become
aware of the disease condition.
The
patient
might
loss
her
patient
while
re-
watchi
ng the
video
and
ask the
educat
or to
stop
the
sessio

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n
The video will be
again shown to
the patient and
whenever
required it will be
paused so that
explanation to the
patients
questions can be
given (Hoffner et
al., 2012)

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2min Question and Patient will ask
The patient and her family member
might have a lot
Cognitivism theory
will be applied as
using this, a new and
completely different
understanding of the
disease will be
provided to them. Pamphlets
The
patient
is
asking
too
many
questi
ons
that
the
educat
or is
unable
to
move
forwar
d with
the
topic
or she
is
asking
no
such
questi
ons.
answer (Q&A) question and
Of questions in their mind and
through this session, they will be
provided with an opportunity to
understand the disease and effect of
patient’s smoking habit on the
patient condition ( Kornburger et
al., 2013). /Brochures
educator will
answer /Story
Respectively. book for
The family
member present
in the room will
further

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also be allowed to
ask questions.
reading

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Conclusion Time Strategy
2 min
The strategy of patient lead will be applied and using that the patient will be recalling what has been
taught and how much she has understood to understand about her Asthma related condition. The
educator will prompt whenever required and though recalling and prompting, education will be
reinforced.
Assessment of Time Strategy
learning 4 min
Open ended question will be used such as “what is asthma” to assess patient’s knowledge of it.
Further, assessment will be carried out with rewards so that patient can feel connected to the
learning process.

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Learning program Title of program
Session title Session 2: Educating her on smoking and its effect on asthmatic condition with proving her importance of smoking
cessation
Date One day after the session 1 so that the patient can related to the importance of these sessions.
Time During shift change, the session will be carried out so that the educator nurse can focus on the patient
Duration 40 mins, as the patient might loss interest in the session
Venue Patients ward
Venue set up requirements The curtains, lights and other settings will be arranged as the previous session and only patient and her family
member will be allowed in the room.
Participant numbers Patient and her one family member will be asked to join the session
Resources required
Pen, pencil, sheets, laptop, and internet connection would be required to continue the session
Aim of the session  Make the patient understand the positive effects of smoking cessation and harmful effect of smoking on
asthmatic condition.
 Conducting assessment so that the patient’s understanding can be determined.
Learning outcomes

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 identify the positive effects of smoking cessation
 Understand the negative effects of smoking in asthmatic condition.
Structure of the session
Component Time allocation Strategy
Opening 2 min The lesson will start with a formal greeting and recalling the previous session
Engagement
of learners
Throughout the
session
Video watching sharing and conversing about the learning process, and discussing several researches related to
smoking in asthmatic condition.
Assess prior
knowledge
2 min The questions will be asked such as
 Do u know the beneficial effect of quitting smoking?

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 Do you know the harmful effects of smoking while facing asthmatic issues?
Body
Time Content Learning activity Rationale
supported by
literature
Identify chosen
educational
theory
Physical
resources
required
Question/Anticipated
difficulties
3 min The patient will be
taught about the
harmful effect of
smoking and will be
provided with
smoking cessation
related interventions.
While watching
videos, and pictures,
the patient will be
taught about the
benefit of smoking
cessation (Ziebland &
Wyke, 2012)
This will help the
patient to
remember the
concepts and facts
(Ziebland &
Wyke, 2012)
Cognitivism
theory
Laptop The internet server
might be down or the
patient did not have any
interest in the topic.
15 min Recap of the video to
make the patient
understand the
importance of
changing her smoking
habit. she will be
rewarded with points
on successful
This will enhance
the learning
process as recap
will reinforce the
knowledge
(Boctor, 2013).
Behaviorism
theory
Pen pencil and
paper
The patient might not
understand the topic as it
is complex to understand

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completion of session
(Hoy, 2014)
5 min Re-watching the
video with pause so
that points that are
unclear to patient can
be cleared to her
(Hoy, 2014).
This will clarify
all the doubts of
the patient (Hoy,
2014)
Constructivism
theory
Pen pencil paper
and laptop
The patient might feel
boring and disconnected
to the topic.
2 min Question and answer Patient will ask the
questions and the
educator nurse will
reply to her concerns
to make her
understand the
learning assessment
(Boctor, 2013)
The patient will
have a lot of
question which
need to be
answered by the
educator and
therefore, through
this session those
concerns will be
clarified
(Volandes et al.,
Cognitivism
theory
Pamphlets, cue
cards, brochures
and pen and
paper
The child do not ask
questions or asks too
many questions that the
educator becomes unable
to provide actual
information within the
time period.

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2013).
Conclusion Time Strategy
2 min In this case as well, the patient led strategy will be applied, in which the patient will recall and the educator
will prompt her to reinforce the knowledge.
Assessment of
learning
Strategy
4 min Open ended questions will be asked to the patient related to smoking cessation and from that understanding of
the patient will be assessed.

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References
Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning in nursing education. A case study. Nurse education in practice, 13(2),
96-100. DOI: https://doi.org/10.1016/j.nepr.2012.07.010
Hoffner, B., Bauer‐Wu, S., Hitchcock‐Bryan, S., Powell, M., Wolanski, A., & Joffe, S. (2012). “Entering a clinical trial: Is it right for you?” A randomized
study of the clinical trials video and its impact on the informed consent process. Cancer, 118(7), 1877-1883. DOI:
https://doi.org/10.1002/cncr.26438
Hoy, M. B. (2014). MOOCs 101: an introduction to massive open online courses. Medical reference services quarterly, 33(1), 85-91. DOI:
https://doi.org/10.1080/02763869.2014.866490
Kornburger, C., Gibson, C., Sadowski, S., Maletta, K., & Klingbeil, C. (2013). Using “teach-back” to promote a safe transition from hospital to home: an
evidence-based approach to improving the discharge process. Journal of pediatric nursing, 28(3), 282-291. DOI:
https://doi.org/10.1016/j.pedn.2012.10.007
Martins, R. G., & Carvalho, I. P. (2013). Breaking bad news: patients’ preferences and health locus of control. Patient education and counseling, 92(1), 67-
73. DOI: https://doi.org/10.1016/j.pec.2013.03.001
Salina, L., Ruffinengo, C., Garrino, L., Massariello, P., Charrier, L., Martin, B., ... & Dimonte, V. (2012). Effectiveness of an educational video as an
instrument to refresh and reinforce the learning of a nursing technique: a randomized controlled trial. Perspectives on medical education, 1(2), 67-75.
DOI https://doi.org/10.1007/s40037-012-0013-4
Volandes, A. E., Paasche-Orlow, M. K., Mitchell, S. L., El-Jawahri, A., Davis, A. D., Barry, M. J., ... & Chang, Y. (2013). Randomized controlled trial of a
video decision support tool for cardiopulmonary resuscitation decision making in advanced cancer. Journal of Clinical Oncology, 31(3), 380.
doi: 10.1200/JCO.2012.43.9570

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Ziebland, S. U. E., & Wyke, S. (2012). Health and illness in a connected world: how might sharing experiences on the internet affect people's health?. The
Milbank Quarterly, 90(2), 219-249.