Learning Program - Contact Essay

Learning program Save Time On Research and Writing Hire a Pro to Write You a 100% Plagiarism-Free Paper. Get My Paper	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 Save Time On Research and Writing Hire a Pro to Write You a 100% Plagiarism-Free Paper. Get My Paper	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.

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.

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

				pitch of a patient.		Patients ward.
	The pathophysiology, 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 participation.	The patient is not sharing her feeling with the educator, further she is unable to understand medical terminologies
		The subject of the topic will again be discussed by the educator nurse, so that recap of the topic can be done. Further, 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-watching the video and ask the educator to stop the session
		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)

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 questions that the educator is unable to move forward with the topic or she is asking no such questions.
	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 also be allowed to ask questions.			further
					reading


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.

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	· 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? 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 completion of session (Hoy, 2014)	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
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., 2013).	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.

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.

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:

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.

Hoy, M. B. (2014). MOOCs 101: an introduction to massive open online courses. Medical reference services quarterly, 33(1), 85-91. DOI:

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:

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.

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.

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

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.

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