EducationalLearning Strategy for anIncentive Spirometer
Educationaltraining is the arrangement and organizing instituted to enhance thecontinuous building of the present and future skills, knowledge, andattitudes (Nelson & Staggers, 2014). This educational learningstrategy is developed for lung operation patients or those who arerecovering from lung diseases. It involves teaching the uses of anincentive spirometer, a device used to assess how deep one canbreathe.
Thefirst stage of the educational plan would be to equip the learnerswith the relevant information on the purposes and the uses of theprogram or device (Nelson & Staggers, 2014). This device is usedto help the lungs to maintain a healthy condition especially aftersurgery or chronic lung illnesses such as pneumonia (Lynn,Taylor & Lynn, 2011).This invention assists in breathing properly after surgery.
Theprogram would be conducted after one or two hours after which, thepatient results to normal breathing. This educational plan shouldhelp the patients to catalyze their recovery and maintain the healthof their lungs (Nelson & Staggers, 2014). For the patient toproperly use the device, they need to be taught how to be positionedin the right manner and hold the incentive spirometer.
Thepatients need to learn how the device functions so that they caneasily use it. While sealing the mouthpiece of the device in theirmouths, the patients should exhale then inhale slowly (Lynn,Taylor & Lynn, 2011).There is a calibrated level where the patient`s breath should reach.There is a disc or a ball in the device which should be maintained inthe middle of the chamber as one breathes in. The purpose of the ballis to ensure that the user takes slow breaths. The user then holdstheir breaths for about five seconds and then exhales slowly. Thepatient should take at least ten breaths every one or two hours.
Itis important to teach the patients other precautionary measures suchas holding a pillow tightly to the abdomen while breathing to easediscomfort. The educational plan should involve encouraging thosepatients who do not hit the target mark so that they can improve asthey continue with their practice (Nelson & Staggers, 2014). Incase of dizziness in the process, the patients should disengage thedevice and resume to their normal breathing (Lynn,Taylor & Lynn, 2011).This educational strategy may take about one hour of practice for thepatients to master the art of using the device (Nelson &Staggers, 2014).
Lynn,P., Taylor, C., & Lynn, P. (2011). Taylor`s handbook ofclinical nursing skills. Philadelphia: Wolters Kluwer/LippincottWilliams & Wilkins.
Nelson,R., & Staggers, N. (2014). Healthinformatics: An interprofessional approach.Elsevier Health Sciences.