Patient education is central to the management and recovery from illness (Benner, 2001, Bernhard and Walsh, 1995). The author conducted a teaching session aimed to educate a female patient with asthma about the accurate use of a peak flow meter. Accordingly with the intervention of the peak flow meter, the patient can monitor her asthma and thus anticipate and prevent periods of exacerbation (Collins, 2007). Consequently the expected outcome of this teaching session was that the patient would become competent using a peak flow meter, so benefiting the management of her asthma.
Leading on the social learning theory and the humanistic theory underlined this teaching session. Furthermore Bernhard and Walsh (1995) elaborate that aspects from the learning theories contribute together to tailoring an individualised learning process. Therefore the author will discuss theses theories employed.
The format of the teaching session was one on one and took place in a quite side room at ward level. Accordingly the author will proceed to discuss teaching strategies incorporated in the session including equipment utilised followed by evaluation of the session. The author will then reflect on her own teaching skills, as reflection enables personal growth and improvement for the future (Burnard, 2002). Lastly the author will conclude the essay.
Description of the teaching/ learning session: (see appendix 1)
Firstly, the author initiated the teaching session in a warm and friendly manner. Then an overview of the plan was explained and objectives of the teaching plan were agreed on by the learner and the author. An assessment was carried out to ascertain the patient’s previous knowledge of the peak flow meter and the patients’ readiness to learn.
Subsequently the format of using the peak flow meter was demonstrated to the patient in a step by step process accompanied by explanation. Next the patient role modelled the technique numerous times under the...