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TEACHING PLAN

In Partial Fulfillment for the Requirements Under Health Education

Members:

Magno, Justine

Alejandre, Alicia Beatriz T.

Contaoe, Helen

David, Collaine

Idica, Jhana Kate

BSN 1-C
Learner: ASTHMATIC PATIENT (SMOKER)
Rogelio Dela Cruz, a 49 y/o male smoker is the sole provider for his family, with children of 3. Both juggling being a homemaker and a provider
for his kids since his wife passed away 2 years ago due to cancer. He was not able to graduate with a degree in College, much less in High school.
He only reached until the 3rd of his High School years. However, he sometimes works as a tricycle driver as a part-time job to make ends meet, apart
from his job as a construction worker. According to Mr. Dela Cruz, his past health concerns have been in line with suffering from cough, flu, and
asthma attacks. Apart from this, in line with his childhood history of illnesses, he already suffered from Asthma since he was 4 years of age. However,
he stopped having Asthma attacks during his 2nd year in High School when he was 14 y/o, but his Asthma attacks recurred when he was 19 years
old. Furthermore, he also stated that he usually smokes 1 pack of cigarettes per day. He started smoking at the age of 16 due to peer pressure. As
per his family history, on his paternal side, both his grandparents suffered from Asthma. His father also had Asthma and is also a smoker. On the
other hand, on his maternal side, his mother’s sibling also had Asthma. In addition, he also has a family history of respiratory illnesses such as
pneumonia and lung cancer. His asthma is usually triggered when…. Medications for relief includes Ventolin, Nebule, drinking lagundi, and puffing
Ceretide twice every attack.
Learning Style: The client learns best through the use of visual aids, he listens promptly, and he prefers to use his body, his hands and his sense of
touch in learning. Therefore, Mr. Dela Cruz is a Visual (Spatial), Verbal (Linguistic), and Physical (Kinesthetic) learner.
Learning Readiness: The client verbalized his will to undergo lifestyle change and to better understand his condition. He exclaimed that he needs
to learn in order for him to become well aware of how he will be able to alleviate his illness and be able to intervene when the need arises.
Learning Diagnoses:
1. Knowledge deficit related to the misconceptions on the use of cigarettes related to asthma
2. Knowledge deficit related to poor lifestyle and practices as evidenced by smoking.
3. Inability to practice treatments and preventive methods related to asthma as evidenced by lack of information.
Learning Goal: Prevent recurrent episodes of asthma.
Teacher: (Roles and Responsibilities)
As a teacher, one of your main roles is to motivate your learners to develop their ability and aspiration to learn. You may read about delivering
training and facilitating learning, but in reality you do much more than that. Your role is not just about teaching your subject or preparing learners
for assessment. The focus of your role relates very much to inspiring your learners to change and develop their personal, social and professional skills
to the best of their ability. In this respect, your ultimate aim is to enable your learners to understand how to take responsibility for their own
development. You can do this by planning and preparing teaching and learning activities that take account of the needs and well-being of individual
learners as well as groups of learners. Some key aspects of your role as a teacher may be:
 carrying out initial and/or diagnostic assessments;
 clear communication with your learners, other professionals and stakeholders;
 promoting appropriate behaviour and respect for others;
 identifying and meeting individual learners’ needs;
 being aware of the support mechanisms available;
 being organised;
 being reflective, which means learning from successes as well as mistakes

What are your responsibilities as a teacher?


As a teacher, a primary responsibility is to ensure that learners are enrolled onto the correct course, in terms of meeting their needs, abilities and
aspirations. Further to this, you need to ensure that your learner is on the appropriate course in terms of meeting their award and organisational
requirements. In order to do this you will probably have responsibility for the following:

 promoting a safe and supportive learning environment;


 promoting equality and diversity;
 adhering to key legislation, regulatory requirements and codes of practice;
 modelling professional behaviour at all times to inspire your learners;
 ensuring your own professional development;
 contributing to a team of professionals in order to improve the experience and achievement of your learners;
 designing or contributing to the design of the course curriculum
 negotiating appropriate learning targets f ○ or the group and individuals as appropriate to their needs and aspirations as well as the course
aims;
 planning learning activities based on the needs of your group and specific individual needs within the group;
 designing or amending learning resources that are varied, appropriate to the award aims, and intellectually challenging for your learners;
 keeping accurate records to contribute to your organisation’s quality improvement strategy. This will include keeping accurate records of
recruitment, retention, achievement and progression of your group, as well as evaluation of how these can be improved;
 keeping accurate records of individual learners’ progress and future needs. This is often recorded in the form of an individual learning plan;
 providing learners with appropriate points of referral as required.

In terms of this last point, during the course your primary aim is to enable each learner to achieve to the best of their ability through working in a
safe and supportive environment. It is therefore your responsibility to know who your learners should contact if they need any additional support or
specialist information, such as:

 finance; study skills;


 counselling. health;
TEACHING PLAN

LEARNING LEARNING CONTENTS TEACHING RESOURCES METHOD OF


OBJECTIVE LEARNING REQUIRED EVALUATION
METHODS
Cognitive Domain
I. ASTHMA  Lecture  Pamphlets/ 1. Encourage questions
1. After the learning Hand-outs 2. Provide immediate
session, the client - Formal feedback on
will be able to II. SMOKING presentation performance
verbalize the conducted by a  Visual 3. Allow repetition on
process on how A. WHAT IS SMOKING? lecturer. It may aids/Charts performance
smoking triggers Smoking, the act of inhaling and include the use of 4. Incorporate rewards
asthma exhaling the fumes of burning handouts,  Powerpoint into learning process
plant material. A variety of plant overhead slides Presentation 5. Note progress of
2. After the materials are smoked, including and audio-visual teaching learning
learning session, marijuana presentations and 6. Verbalized
the client will and hashish, but the act is most provide useful understanding of causes
take the quiz commonly associated with information for a and therapeutic
regarding the tobacco as smoked in a cigarette, lecturer to carry management regimen.
process on how cigar, or pipe. Tobacco contains out a tutorial to 7. Demonstrated
cigarette affects nicotine, an alkaloid that is provide learning. behaviors to improve or
the respiratory addictive and can have both To attain a maintain chief concern.
system stimulating and tranquilizing successful lecture
psychoactive effects. it is best to focus
CUES The smoking of tobacco, long on the most
practiced by American Indians, important ideas
Asthma was introduced to Europe by so you can teach
Subjective Data: Christopher Columbus and other them in depth.
 “I can’t breath” explorers. Smoking soon spread “Less is more” is
 Chest Pressure to other areas and today is widely the most
 Chest Pain practiced around the world important
 Chest Tightness despite medical, social, and learning
 Cough (both religious arguments against it. techniques in
objective and lecture to help
subjective students
depending on if the B. Effects of Smoking: internalize and
cough is happening -SMOKING & DEATH- practice the
now or if they are 1. Cigarette smoking causes more concepts of the
reporting a cough) than 480,000 deaths each year course.
2. More than 10 times as many
Objective Data: U.S. citizens have died
 Pursed lip prematurely from cigarette  Demonstration
breathing smoking and return-
 Low pulse 3. Smoking causes about 90% (or demonstration
oximetry (< 90) 9 out of 10) of all lung cancer
 Blue lips/fingers deaths. - It is an
 Tachypnea Cigarette smoking increases risk educational
 Wheezing for death from all causes in men technique in
and women. which someone
4. The risk of dying from demonstrates
Psychomotor Domain cigarette smoking has increased what they need to
 After 1 hour the over the last 50 years be taught then
clients will evaluates the
-SMOKING & INCREASED result by letting
demonstrate the
proper way to use HEALTH RISKS- the learning do
the puff 1. For coronary heart disease by 2 what has been
to 4 times demonstrated. It
 After the
2. For stroke by 2 to 4 times is a training
counselling
3. Men developing lung cancer by technique useful
session the clients
25 times in the transfer of
will demonstrate
4. Women developing lung skills. First, the
how to use the
cancer by 25.7 times instructor will
nebulizers
5. Smoking causes diminished demonstrate
overall health, increased certain techniques
absenteeism from work, and including the
increased health care utilization reasons why it
Affective Domain
and cost must be
 After the
performed and
counselling
session the client -SMOKING & how is this
will accept the CARDIOVASCULAR important for the
need for lifestyle DISEASE- learner to master.
change by 1. Smoking causes stroke and Return-
verbalizing that coronary heart disease, which are demonstration is
“he will do it among the leading causes of usually used
death especially in
2. Even people who smoke fewer medical courses
than five cigarettes a day can in order to have
have early signs of cardiovascular an overview
disease. about the
3. Smoking damages blood learner’s skills
vessels and can make them and capabilities.
thicken and grow narrower. This This technique is
makes your heart beat faster and also used to make
your blood pressure go up. Clots sure that
can also form. participants
4. Blockages caused by smoking become proficient
can also reduce blood flow to in certain skills.
 After the teaching your legs and skin
session the patient
will completely -SMOKING & RESPIRATORY  Group Discussion
comply with the DISEASE-
teaching plan and 1. Lung diseases caused by - It involves a
be able to attend smoking include COPD, which number of people
the scheduled includes emphysema and chronic who are
session bronchitis. Cigarette smoking connected by
causes most cases of lung cancer. some shared
2. If you have asthma, tobacco activity, interest,
smoke can trigger an attack or or quality. It
make an attack worse. involves a
3. Smokers are 12 to 13 times collection of
more likely to die from COPD individuals who
than nonsmokers. interact with each
other, accept
expectations and
- SMOKING & CANCER- obligations as
1. Bladder members of the
2. Blood (acute myeloid group and share a
leukemia) common identity.
3. Cervix Group discussion
4. Colon and rectum (colorectal) is a creative and
5. Esophagus dynamic activity
6. Kidney and ureter Larynx which stimulates
7. Liver Oropharynx (includes reflective
parts of the throat, tongue, soft thinking among
palate, and the tonsils) Pancreas the members. It
8. Stomach also allows the
9. Trachea, bronchus, and lung different persons
to meet face to
-SMOKING & OTHER face and
HEALTH RISKS- exchange and
share ideas freely
1. Smoking can make it harder for or attempt to
a woman to become pregnant. It discuss a certain
can also affect her baby’s health issue. Successful
before and after birth. Smoking group discussion
increases risks for: Preterm involves both
(early) delivery, Stillbirth (death listening and
of the baby before birth), Low speaking.
birth weight, Sudden infant death
syndrome and Orofacial clefts in  Roleplay
infants.
2. Smoking can also affect men’s - It is an act or
sperm, which can reduce fertility performance that
and also increase risks for birth involves person
defects and miscarriage to play a specific
3. Smoking can affect bone character. Role
health. playing is a way
4. Smoking affects the health of of working
your teeth and gums and can through a
cause tooth loss. situation, a
5. Smoking can increase your risk scenario, or a
for cataracts (clouding of the problem by
eye’s lens that makes it hard for assuming roles
you to see). and practicing
6. It can also damage to a small what to say and
spot near the center of the retina, do in a safe
the part of the eye needed for setting.
central vision. Smoking is a cause Roleplaying also
of type 2 diabetes mellitus and enables learners
can make it harder to control. to develop
Smoking causes general adverse emotional
effects on the body, including connection.
inflammation and decreased Being familiar to
immune function. a certain role
7. Smoking is a cause of encourages the
rheumatoid arthritis. learner to put
himself/herself on
C. Pathophysiology a certain shoes
(will be attached) and have a
glimpse of that
D. Preventions of smoking characters
1. Set a good example perspective.
2. Understand the attraction
3. Say no to teen smoking
4. Appeal to your teen's vanity
5. Do the math
6. Expect peer pressure
7. Take addiction seriously
8. Predict the future
9. Think beyond cigarettes
10. Get involved

III. RELATIONSHIP OF
SMOKING TO BRONCHIAL
ASTHMA
Bronchial asthma is a common
disease and an important cause of
morbidity among both children
and adults. Tobacco smoking,
both active and passive i.e.,
exposure to environmental
tobacco smoke (ETS) has got
important effects on asthma.
Smoking by adults causes
bronchial irritation and
precipitates acute episodes. It
also increases bronchial
responsiveness and causes airway
sensitization to several
occupational allergens. Smoking
may also increase the disease
severity. Continued smoking by
adult asthmatics is the likely
cause of irreversibility of airway
obstruction and development of
chronic obstructive pulmonary
disease. ETS exposure affects
asthma in a similar fashion.
Parental smoking is commonly
associated with increased asthma
symptoms, respiratory infections,
acute episodes and frequent
hospitalization of children.
Bronchial responsiveness and
airway sensitization may also
increase. Childhood exposure to
smoking is also considered as a
risk factor for the development of
asthma. Similarly, in utero
exposure to maternal smoking
may be independently
responsible for early onset
asthma. ETS exposure in adult
asthmatics from smoking by
spouses, siblings or colleagues is
equally troublesome. There is
increased morbidity and poorer
asthma control. Asthmatic
symptoms sharply decline after
the ETS exposure is reduced.
II-C
PATHOPHYSIOLOGY OF SMOKING IN RELATION TO ASTHMA
QUIZ:

1.) Ano ang laman ng sigarilyo na maaring magsilbing "bronchodilator"


A.) Nicotine B.) Carbon Monoxide C.) Oxygen D.) gamma-heptalactone

2.) Mas mainam magsigarilyo sa labas ng bahay?


A. Tama B. Mali

3.) Hindi nakakaapekto ang pagsisigarilyo sa mga kamag-anak


A. Tama B. Mali

4.) Ang asthma ay isang respiratory illness


A. Tama B. Mali

5.) Panghabang buhay na sakit ang asthma


A. Tama B. Mali

6.) Nakakahawa ang asthma


A. Tama B. Mali
7.) Nakakaalis ng stress ang paninigarilyo
A. Tama B. Mali
8.) Ilan ang bilang ng sigarilyo na pwedeng gamitin sa isang araw?
A.) 1-2 B.) 3-5 C.) 5-7 D.) 7 pataas

9.) Walang masamang dulot ang paninigarilyo


A. Tama B. Mali

10.) .Ano ang ginagawa ng sigarilyo sa baga?


A.) Sinisira B.) Ginagamot

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