Inhaler Case Study On Asthma

Karl, as mentioned in the patient profile has been diagnosed with asthma. As this disease is very for broad for the purpose of this session I have choose to focus on the inhaler technique. It is a technique which is required on a daily basis and if the technique is not correct it can result in complications.
PLANNING:
A teaching plan can be seen as a blue print action to achieve the goal and the objectives that have been agreed upon by the educator and the learner (Bastable 2014). The development of teaching plans prove beneficial as it allows the nurse as the educator to see what is involved in the process, what needs to be addressed and what are the possible outcomes of the teaching plan. As stated in the patient profile it is clear to see

This domain has been divided into seven levels; perception, set, guided responses, mechanism, complex overt responses, adaptation and origination. With this Karl will utilise his perception by following direction and performing the inhaler technique correctly, and be aware of the signs and symptoms of an asthma attack. The mechanism behaviour which is the ability to perform steps of the skill can increase his confidence when carrying out the inhaler

IMPLEMENTATION:
For the purpose of this assignment the above teaching plan was not implemented. When implementing a teaching plan it is important to remember that the original assessed and planned concept are being adhered to and effective communication is being utilised (Whitehead and Irvine, 2010). In certain situations the teaching plan may be altered to a certain extent for uncontrollable reasons or educational reasons, if so it would have to deemed appropriate and have the learner’s needs at hand.
EVALUATION:
Evaluation is the process that provides evidence that what we as nurses and nurse educators make a value-added difference in the care we provide. It can be defined as the systematic process by which the worth of teaching and learning is judged (Bastable 2014). There are two main evaluation models when evaluating Karl’s learning; they are the formative and the summative. The formative evaluation is integral to the education process itself, this on-going evaluation helps the nurse prevent any problems which may occur during the teaching. To evaluate the teaching it is important to know what Karl has learned, ask questions to discover if the information provided has been effective. The summative evaluation is to determine the effects of the teaching efforts. It is intent to summarise what has happened as a result of the education. Guiding questions to ask Karl after the teaching plan had been implemented would be did he find the teaching