1. Demonstrating the inhalation technique using a placebo inhaler, followed by patient rehearsal of the technique, till she reached a satisfactory level of applying the inhaler.
2. Care is taken to make Lisa feel comfortable in during the session. This is done by using words of encouragement and by adopting an unconditional positive regard to teaching (in other words, a humanistic approach).
3. A friendly rapport was developed with the patient by being approachable and by making the education session an interactive one. It is intended that the confidence levels of the patient will be increased due to such an approach.
4. Concepts from Adult Learning theory was applied during the session, in order for it to be a scientific one.
5. Also, Lisa was given an overview of what she can expect during and after the session. She is also make aware of the objectives of the session and made to see the benefits in learning the correct procedure of inhaler usage (Ebbinghaus, 2003).
The following check-list comes in handy while evaluating how effective the asthma education program has been and how successful it has been in meeting objectives:
* What are the changes in measured peak expiratory flow (PEF) rates during the training period?
* What is the change from before to after the program regarding knowledge about asthma in general, inhaler application in particular and self-care management?
* What is the change from before to after leaning the usage of inhaler, regarding general resilience to an asthma attack?
* What are the changes in the patient attitudes and feelings about the usage of inhaler during the course of the training?
* What are the general perspectives from patients and their care-takers concerning the outcomes of the education program? (Owen, 1994)
This report had achieved what it set out to do in the beginning. By presenting inhaler education over a longitudinal time period each topic was comprehensively covered. Group interactions, which allow caretakers (in case of child asthmatics) to share information and experiences, have also been incorporated into the program. It is hoped that this interactive education program provides motivation towards asthma self-management for participants like Lisa. Several scientific techniques were incorporated into during various states of its execution in order for the presentation of content to be more effective. These include positive inducement of group dynamics and support that allow more experienced and knowledgeable users of inhalers in the group to help those who are less knowledgeable and motivated, which further enhances learning. Presenting an educational material that is embedded with illustrations and other visual aids had helped transmit the information successfully.