Running head: TEACHING PLAN: PULMONARY EDEMA
Teaching Plan: Pulmonary Edema
Maxine Anderson
Galen College of Nursing
TEACHING PLAN: PULMONARY EDEMA
LEARNER ASSESSMENT: 56 y/o African American male with dx of CHF for one year. Client
developed pulmonary edema as a result of HF, and presents with crackles, fatigue, and shortness
of breath. The patient has a vocational education and works as a driver for a trucking company;
divorced, but has strong family support.
NURSING DIAGNOSIS: Impaired gas exchange r/t fluid in lungs
I.
OBJECTIVES/GOALS:
a.
Client will verbalize at least two signs/symptoms of pulmonary edema
upon discharge.
b.
Client will remain free from shortness of breath and fatigue during
ambulation today.
c.
Client will verbalize demonstrate proper pursed-lip breathing by end of
shift today.
II.
TEACHING PLAN:
a. Provide visual aids for pulmonary edema:
http://www.mayoclinic.org/diseases-conditions/pulmonary-edema/multimedia/con20022485
http://www.medicinenet.com/image-collection/lungs_picture/picture.htm
b. Provide pulmonary edema related pictures and written materials.
http://www.medicinenet.com/pulmonary_edema/index.htm
c. Demonstrate and provide illustrated material on pursed-lip breathing - tripod
position technique:
https://www.nhlbi.nih.gov/health/health-topics/topics/pulreh/during (scroll to
Pursed-Lip Breathing)
d. Teach client energy conservation techniques and importance of rest periods
with activity to reduce oxygen demand.
e. Instruct client/family regarding home oxygen therapy if ordered.
f. Teach client the need to receive a yearly flu vaccine.
g. Teach client relaxation techniques to help reduce stress/anxiety related to
dyspnea.
h. Encourage family to stay with client during times of anxiety to promote
relaxation and reduce oxygen demand.
TEACHING PLAN: PULMONARY EDEMA
III.
CLIENTS READINESS TO LEARN: Pt has adequate knowledge of CHF, and
verbalized eagerness to learn the signs and symptoms, and how to manage pulmonary
edema.
IV.
TEACHING TOOLS:
a. Provide visual aids for pulmonary edema:
http://www.mayoclinic.org/diseases-conditions/pulmonaryedema/multimedia/con-20022485
http://www.medicinenet.com/image-collection/lungs_picture/picture.htm
b. Provide pulmonary edema related pictures and written materials:
http://www.medicinenet.com/pulmonary_edema/index.htm
c. Demonstrate and provide illustrated material on pursed-lip breathing - tripod
position technique:
https://www.nhlbi.nih.gov/health/health-topics/topics/pulreh/during
(Scroll to Pursed-Lip Breathing)
V.
CONSIDERATIONS:
Client understands, reads and writes in English and states he prefers learning by
watching, with pictures, and reading. Client is capable of learning and understanding the
information to be presented. Client appears accepting of diagnosis and verbalizes readiness to
learn how to manage condition. Client has no visual, motor, or sensory limitations. Client has no
literacy, cultural, or situational concerns.
VI.
EVALUATION:
a. The client return demonstrated pursed-lip breathing technique.
b. The client stated that wheezing/trouble breathing, and coughing with pink, frothy spit
as
two signs/symptoms of pulmonary edema.
c. The client states that he does not have shortness of breath or feeling tired while
walking to the chair.
The client demonstrated the skills learned and verbalized signs and symptoms, and management of
pulmonary edema.
