NU225CL Unit 6 Asthma Inhaler Teaching Write-Up Example

Course	NU225CL Pediatric Nursing Clinical
Unit	Unit 6
Paper type	Family teaching write-up
Length	About 870 words, 6 pages double-spaced
Format	APA 7 student paper
School	Purdue University Global
Program	BSN (prelicensure)
Updated	October 2026

Free sample paper for NU225CL Unit 6

Two Puffs at Once, One Breath Through the Mask: A Family Teaching Write-Up for the Grandmother Who Cares for a Composite Four-Year-Old After an Asthma Admission, With Both Return Demonstrations Recorded

[Student Name]

Purdue University Global

NU225CL: Pediatric Nursing Clinical

Unit 6 Family Teaching Write-Up

[Instructor Name]

[Date]

The child and family are composite; medicines and doses follow the provider's orders and the child's written asthma action plan, and the student taught under the assigned nurse's supervision.

What this part is doingThe write-up records the errors in the first demonstration exactly, which is what makes the second demonstration meaningful evidence.

Assessment

[Kayla], composite, 4, was admitted for [two] days with an asthma flare. Her grandmother, [Mrs. Robinson], 68, looks after her on weekdays while her mother works, from breakfast until about six in the evening. Goals in her own words: "I want to know what to do so she doesn't end up back here." Learning preference: "Show me. I don't do well with papers." Worry: she thinks the daily inhaler is "steroids, too strong for a baby," and has skipped it on some days. Before admission she gave the quick-relief inhaler by spraying it toward Kayla's open mouth without the spacer.

Objectives

By the end of the second session, Mrs. Robinson will:

1. Give one puff of the quick-relief inhaler through a valved holding chamber with mask, with the mask sealed and Kayla taking about six breaths, in a correct return demonstration.

2. State the difference between the quick-relief inhaler, used for symptoms, and the daily controller inhaler, used every day even when Kayla is well.

3. Point to the yellow zone on the asthma action plan and state that it means calling the clinic the same day.

Teaching

I showed her each step with Kayla's own inhaler, spacer and a stuffed rabbit. Shake it, fit it into the back of the chamber, place the mask over the nose and mouth with a good seal, press once, then let Kayla breathe in and out about six times, or count to ten slowly. Wait a minute and shake again before a second puff, if ordered. I explained the controller in plain words: "This one calms the swelling inside her airways over time. It's a small dose that goes straight to the lungs, much less than steroid pills, and it is what keeps her out of the hospital." The colors on the plan were shown with her finger on each zone.

First Return Demonstration

Errors: (1) she pressed the inhaler twice in quick succession into the spacer, and (2) she held the mask for one breath, then removed it. Correct: she shook the inhaler and sealed the mask well.

Two puffs at once and one breath meant most of the medicine stayed in the spacer, and Kayla would have had a wheeze that seemed not to respond to her inhaler.

Correction and Second Return Demonstration

I explained why each error mattered: two puffs at once release more medicine than one breath can take in, and most of it sticks to the spacer wall; a young child needs several breaths to empty the chamber. We practiced once on the rabbit, counting breaths aloud together, and once with Kayla. Second demonstration: one puff, mask sealed, six breaths counted aloud, a pause, then the second puff. All steps correct. Teaching inhaler technique until the person demonstrates it correctly has been shown to reduce misuse more than a brief explanation alone (Press et al., 2012).

What this part is doingThe correction is followed by a second demonstration, so the record shows the skill learned rather than assumed.

Objectives 2 and 3

Asked which inhaler is for "when she's coughing at night," Mrs. Robinson picked the quick-relief inhaler. Asked which one is for every day, she picked the controller and said, "even on good days." She pointed to the yellow zone and said, "That's when I call the clinic, today." All three objectives met.

A Worry Answered, Not Dismissed

Her concern about steroids was taken seriously. I asked what she had heard; her neighbor's grandson had gained weight on steroid pills. I explained the difference between inhaled controller medicine and pills, and that the provider chose the lowest dose that would work; national guidelines recommend daily controller treatment for children with persistent asthma (Cloutier et al., 2020). I did not tell her she was wrong to ask. She agreed to give it every day and to raise any remaining concerns at the clinic visit (Perry et al., 2022).

What this part is doingThe worry is explored before it is answered, which makes it more likely the controller will actually be given.

Why Her Earlier Technique Mattered

Spraying the inhaler toward an open mouth without a spacer delivers very little medicine to a small child's lungs; most of it lands on the tongue and throat. That may explain why the grandmother said the inhaler "never seemed to work" before the admission, and why she had begun to lose faith in it. Showing her the difference the chamber makes gave her a reason to trust the medicine again, which matters as much as the steps themselves.

What Waits for the Clinic Visit

Questions outside student scope were written down for the provider: whether the controller dose can ever be lowered, and whether Kayla should use a mouthpiece instead of a mask when she is older. The clinic visit is in [one week].

Evaluation

Objectives 1 to 3 met by the second session. Teaching documented, including both demonstrations, and a copy of the action plan given to the grandmother as well as the mother.

References

Cloutier, M. M., Baptist, A. P., Blake, K. V., Brooks, E. G., Bryant-Stephens, T., DiMango, E., Dixon, A. E., Elward, K. S., Hartert, T., Krishnan, J. A., Lemanske, R. F., Ouellette, D. R., Pace, W. D., Schatz, M., Skolnik, N. S., Stout, J. W., Teach, S. J., Umscheid, C. A., & Walsh, C. G. (2020). 2020 focused updates to the asthma management guidelines: A report from the National Asthma Education and Prevention Program Coordinating Committee Expert Panel Working Group. Journal of Allergy and Clinical Immunology, 146(6), 1217-1270. https://doi.org/10.1016/j.jaci.2020.10.003

Perry, S. E., Hockenberry, M. J., Cashion, K., Alden, K. R., Olshansky, E., & Lowdermilk, D. L. (2022). Maternal child nursing care (7th ed.). Elsevier.

Press, V. G., Arora, V. M., Shah, L. M., Lewis, S. L., Charbeneau, J., Naureckas, E. T., & Krishnan, J. A. (2012). Teaching the use of respiratory inhalers to hospitalized patients with asthma or COPD: A randomized trial. Journal of General Internal Medicine, 27(10), 1317-1325. https://doi.org/10.1007/s11606-012-2090-9

What the NU225CL Unit 6 assignment asks for

Unit 6 commonly asks students to document a teaching session with a child's family, using a format that shows assessment, objectives, content, evaluation and follow-up. Prompts usually want the learner's needs and preferences assessed first, measurable objectives, teaching in plain language and evaluation by return demonstration or teach-back, with any errors and corrections recorded. Instructors look for teaching tailored to the actual learner, often a grandparent or other caregiver, concerns addressed rather than dismissed and clear limits on what the student teaches. Many prompts link the teaching to an asthma action plan or discharge instructions. Write-ups usually fill about three pages, with an asthma guideline and teaching evidence cited in APA 7.

How the NU 225CL Unit 6 example is put together

The assessment paragraph records Mrs. Robinson's goals, learning style, steroid worry and prior technique. Three objectives name the inhaler steps, the two inhalers and the yellow zone. The teaching section reports the plain words used and the practice on a stuffed rabbit. The first return demonstration lists two errors exactly, with a highlighted line on what they meant for the medicine. A correction and a second, correct demonstration follow, citing a trial of teaching to goal, with a margin note. Objectives two and three are checked. Her worry is explored and answered with guideline support, and questions for the clinic are listed before the final evaluation.

Where the points sit in the NU225CL Unit 6 rubric

Teaching write-up rubrics in NU 225CL commonly award points for learner assessment, measurable objectives, appropriate content, teaching methods, evaluation, documentation of errors and follow-up. Assessment points depend on goals, preferences and prior practice. Objective points require observable outcomes, such as a correct return demonstration. Content points reward accurate, plain-language information. Method points go to matching the learner's preference, here showing rather than reading. Evaluation points are earned when the first attempt's errors are recorded and corrected and a second attempt is documented. Follow-up points reward naming what is referred to the provider. A write-up that addresses the caregiver's real worry tends to be graded well for patient-centered care.

Common NU225CL Unit 6 mistakes, and how to avoid them

Teaching write-ups often lose points by stating that the caregiver "verbalized understanding" without evidence. Another common gap is recording only a successful demonstration, hiding the errors that showed what needed reteaching. Some students give a handout to a learner who said she prefers to be shown. Others dismiss a caregiver's worry about steroids instead of exploring where it came from. Assess before teaching, write objectives someone could watch, teach the way the learner learns, record the first demonstration exactly, correct it and record the second, answer worries with respect and refer questions beyond your scope. Give the action plan to every adult who cares for the child, not only the parent who happened to be at the bedside on the day of discharge.

Get an NU225CL Unit 6 example written to your instructions

Teaching topics shift with the admission: an inhaler, a feeding pump, a cast, seizure first aid, fever care. Name the topic and the learner, leaving out identifying details, and attach the rubric plus any teaching-record form your program uses. A composite session on that topic is then written up with every check visible. First custom sample free; 24-48h. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.

More NU225CL papers and BSN samples

NU225CL Unit 6 questions, answered

Where can I find a free NU225CL Unit 6 sample paper?

A full NU225CL Unit 6 family teaching write-up is here for a grandmother learning inhaler and spacer technique for a composite four-year-old, with both demonstrations recorded and three sources. If your learner or topic differs, tell us and we will adapt the format.

How should a young child use an inhaler with a spacer and mask?

One puff into the chamber with the mask sealed over nose and mouth, then about six breaths before a second puff if ordered.

Why record the errors in NU225CL Unit 6?

The first demonstration's errors show what needed reteaching, and recording the corrected second demonstration proves the skill was learned.

What is the difference between quick-relief and controller inhalers?

Quick-relief medicine opens the airways during symptoms. Controller medicine is taken every day, even when the child is well, to reduce airway swelling over time.

How should a nurse answer a worry about inhaled steroids?

Ask what the caregiver has heard, explain that inhaled controller doses are small and go to the lungs, and refer remaining concerns to the provider.