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How education should be provided for the identified knowledge deficit (community nurse).


This case study aims to discuss the role of the community health nurse in planning evidence-based health promoting interventions relevant to one’s knowledge deficit about asthma in an effort to improve the health outcomes of the patient in the given case study which revolves round a patient named Anne Giovanni, who is a 23 year old primary school teacher and is suffering from asthma for which was diagnosed three years ago. The patient has been recently hospitalized overnight due to an exacerbation of her asthma. She is also unsure what triggers her asthma.

By having a discussion with the patient, the identified knowledge with respect to this case is that the patient simply pops the inhaler in her mouth without shaking it first or between the puffs. The patient also possesses several knowledge gaps regarding her asthma and needs the best way to manage it together with education about asthma, prevention and use of medications (Bulechek et al., 2013). 

The role of a community nurse is to provide education to the patient concerning the identified knowledge deficit. Since the patient is not able to use the inhaler properly, it is essential to prescribe the patient with a preventive inhaler which will assist in preventing the symptoms of asthma by reducing inflammation and swelling in the airways (Denford et al., 2014). It is a device which helps the medicine to get properly into the lungs so that it can act on the areas which require to be prevented. The patient needs to take it on a daily basis so that she feels well. It will help the patient in managing her triggers. Triggers are basically the allergens or the conditions that enhance and worsen the symptoms of asthma. It differs from one individual to the other. It is important for the patient to recognise and circumvent the triggers of asthma (Kuethe et al., 2013).

The patient will be taught regarding her asthma, avoidance of triggers, action and purpose of medications together with the appropriate technique of inhalation (Price et al., 2013). The patient will also teach regarding the implementation of the action plan and when to take assistance. The community nurse will obtain recent educational materials that are intended for the patient which will be based on the diagnosis of the patient. The Patient will be instructed about monitoring of the peak-flow (Denford et al., 2014).

The patient is advised to take readings of the peak-flow, every morning as well as evening, before inhaling the medications prescribed by the general practitioner and after an exacerbation. The patient should be encouraged to express her doubts and concerns regarding her disease or illness. The patient should be able to identify and act in accordance with the care measures and actions that will lead to the relaxation of the symptoms (Price et al., 2013). 


The education of asthma should begin from the office of the general practitioner and it must include a written plan of action. Asthma education can be effective in the absence of an effectual therapy for asthma. The patient should be educated concerning the trigger factors of asthma. She should be described the things which need to be avoided such as allergens, excessive cold climatic conditions and stress. The patient should also know to handle the attacks of asthma (Olsson et al., 2013).

Self-management should be conversed with the patient as well as the care providers, predominantly concerning to the inhaler technique. The plan should be checked on a regular basis and should be corrected and improved in each and every way. This is necessary usually, and particularly so following an exacerbation. Advice should be given to the patient regarding reliever medication. The patient should be advised that she may need to utilise it more often or experience that they obtain little from it; it might be a sign that her asthma is worsening and she should take assistance (Wright & Leahey 2012). 

In the end, it can be concluded that the education of patient is not just giving information but it also aims to access their requirements and expectations and discuss their responses. The patient should also be asked regarding the observations of advantages of a recommended activity for the management of asthma. The patient should also be asked regarding the barriers that are concerned with the treatment of the disease. She should also be involved to find the solutions and make plans to perform the activities concerning the management of asthma. The patient should be involved by inquiring the questions that are unrestricted (Denford et al., 2014).  



Bulechek, G. M., Butcher, H. K., Dochterman, J. M. M., & Wagner, C. (2013). Nursing interventions classification (NIC). Elsevier Health Sciences.

Denford, S., Taylor, R. S., Campbell, J. L., & Greaves, C. J. (2014). Effective behavior change techniques in asthma self-care interventions: Systematic review and meta-regression. Health Psychology, 33(7), 577.

Kuethe, M. C., Vaessen-Verberne, A. A., Elbers, R. G., & Van Aalderen, W. M. (2013). Nurse versus physician-led care for the management of asthma.Cochrane Database of Systematic Reviews, 2.

Olsson, L. E., Jakobsson Ung, E., Swedberg, K., & Ekman, I. (2013). Efficacy of person‐centred care as an intervention in controlled trials–a systematic review. Journal of clinical nursing, 22(3-4), 456-465.

Price, D., Bosnic-Anticevich, S., Briggs, A., Chrystyn, H., Rand, C., Scheuch, G., ... & Inhaler Error Steering Committee. (2013). Inhaler competence in asthma: common errors, barriers to use and recommended solutions. Respiratory medicine, 107(1), 37-46.

Wright, L. M., & Leahey, M. (2012). Nurses and families: A guide to family assessment and intervention. FA Davis. 

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