6 years old and admitting diagnosis is asthma

Patient: 6 years old and admitting diagnosis is asthma. We are to teach the 6 year old about the
use of an inhaler. Please make up other information and be creative. For nursing diagnosis,
please use deficient knowledge .. etc related to and as evidence by
Paragraph 1
Comprehensive Assessment
Clear and concise discussion of client’s admission diagnosis, demographic data, and anticipated
learning needs
Paragraph 2
Nursing Diagnosis
Clear and comprehensive client assessment data to support a deficient knowledge nursing
diagnosis(also add supporting evidence to why they would need teaching bc of being deficient in
knowledge about asthma and inhaler use)
Paragraph 3
Client Learning Needs Assessment
Clear and complete assessment of learner (client /family), teaching needs, and special learning
needs, if present(what kind of learner are they?)
Paragraph 4
Clients Strengths and Weakness for Learning
Clear identification of client’s strengths and weaknesses relevant to learning needs. (is he/she
behaving during the teaching? Was it easy/difficult to teach?
Paragraph 5
Teaching Evaluation
– What was the client’s response to the teaching? How do you know they were listening?
What could you have done better
Down below is an example paper of another students work Please use this as a guide to this
paper BUT DO NOT COPY THE PAPER. This paper will need to be original and it
involves a new teaching topic. Please make up the patient also as long it is a 6 year old.
Comprehensive Assessment
M.T. is a six-year-old Mexican American male who came into the emergency room due
to his parent’s concern about his excessive weight loss. The patient’s mother states that he eats
three meals a day but says he still feels hungry and thirsty. Parents state that no matter how much
M.T. eats, he still feels hungry and does not gain weight. M.T.’s mother frequently gives him
water when he feels thirsty. She also mentions that he does not participate in activities he usually
enjoys such as playing soccer with his school friends. The father mentions that M.T. has trouble
concentrating and does not have the motivation to finish his school work and play with his toys
(Cleveland Clinic medical professional, 2022). M.T. lives with both of his parents who are firstgeneration immigrants from Mexico. He has an older brother and sister. M.T. is currently a firstgrader at West Coast Elementry School. His spiritual orientation is Christian. The patient’s
parents are first-generation immigrants. M.T’s mother is a hairdresser and his father is a
construction worker. M.T.’s parents mention they work paycheck to paycheck to make ends
meet. Being low-income puts M.T. at risk for chronic conditions such as diabetes, heart disease,
and obesity compared to people with higher income and education levels (Healthy People 2030,
n.d.). Studies show that migrant status is a risk factor for living in poverty. They do not have
inequitable access to opportunities and resources (Healthy People 2030, n.d.).
Nursing Competencies
M.T. speaks English and Spanish and is a visual learner. Since the patient is 6 years old it
is best to know the mother and father’s learning styles are verbal and visual. M.T.’s parents
preferred language is Spanish but can speak conversational English. To ensure the patient’s
parents have a comprehensive understanding, there will be a Spanish interpreter to ensure parent
understanding. M.T. does not need any assistive devices such as hearing aids or glasses, but a
learning barrier is that the patient is 6 years old. It is vital to simplify the teaching by making
sure the learning interventions are short and simple. Six-year-olds are at the age of exploring and
experimenting with their confidence. They have fine motor skills that allow them to coordinate
and control their movements better (Wisner, 2022). It is best to teach M.T. in a manner that
allows him to be in control of learning how to do the glucometer by himself and encourage him.
Since M.T. lives in a low-income environment, it is important to educate the patient and parents
on healthy eating habits and resources for Type 1 Diabetes. We will be teaching M.T. how to use
a glucometer and be able to do the blood glucose checks by himself with his parent’s permission.
We will show the patient in a simple manner how to use the glucometer and also assess by letting
him physically perform it himself. There will be a Spanish interpreter to explain the reason why
blood glucose checks are important and how to use the glucometer by physically showing the
parents as well. Having an interpreter prevents the risk of clinical and communication errors
(Karliner, 2018). We will also assess parents when they teach-back and the reason why this
intervention is important. The client and parent’s strengths are that they are willing to learn and
make lifestyle changes to improve the client’s health. This is shown through the client and
parents being able to teach back and ask questions.
Plan
NANDA: Deficient knowledge related to unfamiliarity of disease as evidenced by verbal
statements of concerns.
Learning objectives: 1) Patient will understand how to use and read a glucometer
2) Patient will be able to perform a blood glucose check by himself
Methodology: Using demonstration and verbalization
Teaching aids: Glucometer to practice checking blood glucose levels, brochure for reviewing the
materials, and an interpreter for the parents.
Needed resources: Glucometer, lancet, alcohol swab, test strips.
Implementation
The nurse will come in and introduce herself to the patient and the parents. Before
entering the room, the nurse will make sure all the materials needed for the teaching are ready to
go. The nurse first assesses the learning style of the patient by asking about the preferred method
of teaching. The nurse will also assess any special needs such as hearing aids and
glasses/contacts. The nurse will also have an interpreter in the room to make sure that M.T’s
parents are able to understand the teaching. The first step is to show all the needed resources for
the teaching to both the patient and the parents so that they are familiar with the items. The nurse
will then show the family how to turn on the glucose meter and teach the patient to cleanse the
site with an alcohol swab. The nurse will then puncture the top side of the patient’s preferred
finger with the lancet device and lightly squeeze the puncture site. Wipe away the first drop of
blood and once the test strip is put on to the glucose meter, apply a drop of blood to the test strip.
After that, apply gentle pressure to the puncture site with gauze and put a bandaid on if the
bleeding continues (ATI, n.d). The sharps should go into the container that is labeled “SHARPS”
and make sure the blood sugar readings are in the 80-140 mg/dl range on the screen.
Evaluation
Upon evaluation of the teaching effectiveness, it is safe to say that M.T was able to meet
both learning objectives. M.T. understood how to use and read the glucose meter as well as
perform a blood glucose level check on himself without help. The teaching method of explaining
each step while demonstrating the process helped M.T. understand the steps. He was also
interested in the brochure that was given to him. M.T. responded to the learning very well, as
evidenced by being able to check his blood glucose level himself. M.T’s parents were also
interested in learning and watched and listened during the teaching. The strength of the client
relevant to the learning needs includes being eager to learn about the glucometer. He was excited
to use the glucose meter when it was his turn. The client was also a fast learner which was
another strength of his. His weakness relevant to his learning needs is his age. The patient is just
six years old, therefore, might take some time to understand the seriousness of his newly
diagnosed disease.
Reflection
– As a student, I was able to learn how to teach the pediatric patient and his parents how
to check their blood glucose levels. This was a new experience for me and I was able to observe
how my patient reacted to my teaching. This teaching experience will help me in the future as a
nurse since I have to do teachings for all my patients regardless of the disease. My strength was
that I was able to explain every step thoroughly to the patient. As per my weakness, I should
have also asked the parents to do the blood glucose check on them so I know they understood the
materials even though they verbalized the understanding of the materials I taught.
From the teaching, M.T., a 6-year-old patient was attentive and excited to learn. He is a
visual learner and was able to follow the instructions when I performed the teaching of the
glucometer. He asked questions before and after I showed him how to use the glucometer. His
attentiveness showed that he was willing to learn and make lifestyle changes to better his health.
He was able to confidently and successfully do the blood glucose check himself and received
encouragement from his parents. As a student nurse, I was able to effectively teach the patient
how to use the device and answer any of his concerns. Some of my strengths were being able to
keep the patient engaged and also explain the steps in a simple way that the patient and parents
were able to understand. One of my weaknesses was not including the parents more such as
giving them the opportunity to ask questions during the teaching. Another weakness was the
language barrier with the patient’s parents. I was not able to speak fluent Spanish which could
have made the parents feel less open to asking questions.