Asthm Figurative Language In The Classroom

Asthma

Teaching Principles
I am to conduct a family teaching session. How I describe the content, including the pathophysiology, to a patient depends on the patient’s level of education and experience with asthma. Is this a new diagnosis for this patient? Is this diagnosis new for this family? Is the patient a healthcare professional or in the case of a child, are the parent’s healthcare professionals? Patients learn the best when they are engaged, how will I engage this patient? (Trollvik, Ringsberg & Silén, 2013).
If I am teaching a child, children younger than five-years old are focused on themselves and communication needs to be simple and concrete. Abstract or figurative language should not be used since it will be taken literally. Children that are in elementary school want to be prepared through explanation. Middle-schoolers and high schoolers can think abstractly, so figurative language, and more complex language can be used (Hockenberry & Wilson, 2015). One teaching technique that I always employ is the “teach-back method, in which I ask the patient to demonstrate and verbalize what I have taught (Centrella-Nigro & Alexander, 2017).
There are ethnic disparities in asthma related to
She has had her basic sciences, has always had sinus problems and now states “I am coughing a lot, my chest feels tight, I feel short of breath, I tried cough syrup and it does not work”. Her respirations are 18 breaths/minute, she is afebrile, but her pulse oximetry is 93%. She has two younger brothers with asthma, is a smoker and has a cat and a dog. Sarah’s parents are supportive and financially provide for her, she does not come from a low-income family and has private health