The COPD is a devitalizing and progressive illness that affects the breathing structure resulting in the patient's having problems in inhaling. More than eleven million individuals were found to have COPD in 2013, and twenty-four million people have the disease but are not aware of it. The COPD cases are prevalent which has increased the need for education for the patients, families, and the staff which will lead to the reduction of COPD clients.
The instructor will determine the goals as well as objectives for the primary audience, explain the composition of the lessons with instructional strategies and establish resources that comprise of analysis methods. The determination of the goals and objectives gives a platform for coming up with education strategies and the expectations of the trainee (Bastable, 2014). The aim is to make sure that the training is focused, the trainee and the instructor are aware of what is happening, and the information is consistent with the overall results.
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Goals, Objectives, Lesson Content, and Learning Evaluations
Staff Education
The original, informative listeners are social staff, pharmacologist, physical analysts, nurses, clinical officers, respiratory physicians, professional psychiatrists, unit and case leaders who work in the health centers that deal with adult cases. The primary goals of providing education to the medical staff are to help in handling complicated cases of COPD and to incorporate them with skills to teach the COPD patients to manage their condition
The lessons of the medical staff will contain risk elements of COPD, medical characteristics of COPD aggravation, respiratory recovery procedures, breathing methods, apothecary medication and social issues. The risk elements are severe coughing, inhalation of drugs, the release of sputum, smoking, and hyperpnea (Blair and Evelo, 2014). The medical illustrations of COPD include body weakness, coughing, the version of sputum, and hyperpnea (Sedeno, Nault & Bourbeau, 2009). The pharmacological medications for the disease include the utilization of antibiotics, cortisol along with bronchodilators concerning the medical illustrations (Sedeno, Nault & Bourbeau, 2009). The appropriate respiratory methods are effective cessation and purse-lipped inhalation (Valenza et al., 2014). The common psychosocial factors of the diseases are implemented when the client is viewed holistically. The patient's condition is worsened by stress, apprehension, anguish, impatience, and remorse.
The study will be illustrated using focus debates, return validation, power-point illustrations, and lectures. The purpose of the lectures is to deliver large messages to the team through implementing debates, facilitate the readers ask questions, concepts, and views (Bastable, 2014). The groups will be divided into small sections where the learners will focus on a case when the instructor presents the information.
The opening session of the teaching will take five minutes. The second session will be a discussion on risk elements and medical characteristics of COPD aggravation that will take ten minutes. The third session will be lecture and illustration on medication and therapeutic implications of COPD which will take 10 minutes. The group will debate for ten minutes about the case that will be used. Subsequently, the respiratory recovery session will take ten minutes. The lecture and illustration of breathing methods will take ten minutes. The meeting on the social issues related to COPD will take fifteen minutes. The last meeting will involve debating in small teams and asking the questions which will take 15 minutes. Finally, the closing session will take five minutes.
The resources that are required to deliver information to the learners are computers that have power-point features overhead projectors that contain screens. The medical staff will get printouts that have PowerPoint illustrations, medical solutions, the illustration of inhaling methods and representations of action plans on the clients. The purpose of giving the printouts to the healthcare professionals is to enhance teaching and the content of the lessons (Bastable, 2014).
After the delivery of the lessons, the medical professionals will determine causes and interventions for COPD. The healthcare providers will be able to explain the severe aggravation and medications of the disease. The medical staff will have the capability of demonstrating enhanced knowledge for treating the clients with COPD which they will implement to improve the delivery of healthcare facilities. The physicians will provide care to develop a client’s awareness of the risks of COPD which will encourage them to use self-management methods.
The examinations carried out by the medical providers on training are achieved through asking the questions during the lessons, facilitating discussions in small groups, and requesting the teams to meditate the presentations through giving feedback (Bastable, 2014). The methods improve communication and encourage teamwork in the training surroundings.
Patient Education
The other learner will be the patients who will be diagnosed with the disease. The aim of providing education to the patients will be to facilitate the improvement of education and self-care experience that is needed to handle the condition. The other goal is to acknowledge the symptoms of COPD to seek medical assistance at the early stages.
The training delivered to the patients is an integral part of the self-management strategy of COPD which gives them the abilities to handle the changes in their lifestyles (Eva et al., 2009). The self-management training should use a comprehensive method with respect the individual challenges of the patients. The components for the lessons of the patients will include enhanced healthy lifestyles, management of severe signs, drug prescription, sufficient inhaling methods, and handling social concerns. The promotion of healthy lifestyles involves activities such as the prohibition of smoking, withdrawing from inhalants, preservation of energy in the daily routines, sustaining a healthy diet, relaxing, having physical exercises every day, and retaining progressive sexual (Living Well with COPD, 2006). The severe symptoms of the disease include hyperpnea, continuous coughs, the release of sputum, and wheezing (Sedeno et al., 2009). The implementation of the inhaling methods will reduce hyperpnea; preserve the energy requirements, decrease stress levels, and restlessness when the disease is severe (Valenza et al., 2014). The coping methods for handling COPD are apprehension, ambulating activities, getting counseling, and supporting the infected partner.
The teaching strategies that will be utilized in giving education to the patients include videos, face-to-face lessons, collective lectures, illustrations, and return presentation. The face-to-face experiences facilitate the trainee and instructor to deliver the ideas, education, and questions in an effective manner. The patient’s family becomes active and provides feedback on the effectiveness of the education (Bastable, 2014). The teaching sessions will take twenty to fifteen minutes during the patient’s medication.
The first section will be a video illustration that will take thirty minutes on the disease. The subsequent session will be on promotion of healthy diets which will take 20 minutes. The third session will focus on the instructions on severe signs of the disease and its management. The fourth part will focus on illustrations of the medication of COPD which will also take twenty minutes. The fifth section will focus on the efficient inhaling methods that will take ten minutes. The last part of the training will focus on the management social concerns of the patient and will take fifteen minutes. The resources of information on the training methods include laptop that has a video player and printouts.
After the training session, the patients will be able to enumerate the signs of the severe stage of COPD. The patient will know the right time they will seek medical assistance. Besides, the patients will be able to demonstrate the methods on sustaining medical facilities and inhaling approaches. Finally, the patients will account for the possible solutions of coping with the disease.
The training sessions will be examined through asking questions, providing answers, and giving illustrations (Bastable, 2014). The approaches will assess the effectiveness of the teaching and the areas of improvement.
Family Education
Finally, the family members that will receive teaching are the partners of the patients who have COPD. The education focuses on patients who face mental consequences and high expenses on medication. The goal of providing education to the family is to enhance the improvement of knowledge and self-care experience that is needed to the partner in handling COPD. The second goal is to help the patients to discover the severe symptoms of the disease and incorporate the appropriate interventions.
The care provided to the patients brings new duties and changes in the lifestyles. The teaching directions for the partner will be the same as those of the patient because they need to have an understanding of the disease and its management every day. The partner will take part in video illustration and increased teaching modules with the patient. The partner will put much attention on a healthy diet, severe management of signs, drug prescriptions, sufficient breathing approaches, and social issues.
An active spouse focuses on the health and welfare of the patient. The partner is the source of support to the patient because they will monitor their condition, track the prescriptions, attend the physicians’ appointments, encourage the medical procedure, and pulmonary recovery sessions. The support of the spouse affects the patient’s compliance to the medication and interventions (Bryant et al., 2016).
The first session will be a video illustration of the disease that will take thirty minutes. The second session will focus on improving the diet of the patient. The third section will focus on the instructions on the management of the severe signs of the patient which will take twenty minutes. The fourth session will focus on the illustration of the medication of drugs that will take 20 minutes. The training on effective breathing approaches will take 10 minutes. The last session will deal with the management of the social issues that will take 15 minutes. In case the spouse does not attend the training, another meeting can be scheduled for them to make up for the learning.
At the end of the training, the partners will have the capability of listing the three severe signs of the disease. The spouses will have the potential of motivating the patients to seek medical help. Moreover, the spouses will help the patients to comply with the action plan for the medication. Lastly, the spouses will support the social welfare of the patients.
The effectiveness of the training will be evaluated by asking the patients questions and seeking the feedback (Bastable, 2014). The evaluation techniques will determine the efficiency of providing education to the patient.
In conclusion, the success of the training is based on the determination the primary audience, assessment of the teaching needs, provision of active learning chances, and giving answers. The identification of the teaching techniques is based on the evaluation of the learning of the patient. The final step of teaching is examining the learning process.
References
Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice (4th Ed.). Retrieved from https://digitalbookshelf.southuniversity.edu/#/books/9781284045147/cfi/4/4!/4/2/2@0:88.2
Blair, K. A., & Evelo, A. J. (2014). Risk factors for COPD: What do NPs know? Journal of the American Association of Nurse Practitioners , 26 (3), 123-130.
Bryant, J., Mansfield, E., Boyes, A. W., Waller, A., Sanson-Fisher, R., & Regan, T. (2016, July 14). Involvement of informal caregivers in supporting patients with COPD: a review of intervention studies. International Journal of Chronic Obstructive Pulmonary Disease , 11 , 1587-1596.
Eva, O. E., Birgitta, K., Kjell, L., Anna, E., & Bjoorn, F. (2009). Communication and self-management education at nurse-led COPD clinics in primary health care. Patient Education and Counseling , 77 , 209-217.
Living Well with COPD. (2006). Retrieved from www.livingwellwithcopd.com
Sedeno, M. F., Nault, D., & Bourbeau, J. (2009, October). A self-management education program including an action plan for acute COPD exacerbations. COPD: Journal of Chronic Obstructive Pulmonary Disease , 6 , 352-358.
Valenza, M. C., Valenza-Pena, G., Torres-Sanchez, I., Gonzalez-Jimenez, E., Conde-Valero, A., & Valenza-Demet, G. (2014, February 1). The Effectiveness of controlled breathing techniques on anxiety and depression in hospitalized patients with COPD: A randomized clinical trial. Respiratory Care , 59
