Culala, Joseph Khen P.

BSN 3G

Lesson 3 Care of Client with Infectious Respiratory Problem (Pneumonia)

Learning Objectives:
On completion of this lesson, the learner will be able to:
1. Identify adult who are at highest risk.
2. Describe the classifications scheme categorizes the major Pneumonia’s and state
the differences
3. Explain the pathophysiology of the disease.
4. Explain the nursing responsibility of each laboratory and diagnostics procedure.
5. Describe the mechanism of action, side effects, and nursing implications of the
drug therapy.
6. Identify the nursing responsibility in giving medications.
7. Develop a nursing care plan for continuing care of the client.
8. Develop a teaching plan to continuing care that needs to be rendered at home.

Activity:
Given an assignment to read the attached PDF module.

1. Parts of the respiratory system specifically in the alveolar sacs and the lungs
2. Different assessment methods used to assess the client with pneumonia
3. Anatomy and physiology
4. Diagnostics and laboratory procedures
5. Medical management
6. Pharmacologic management
Pre Test

1. Identify and write on the box the name of the parts that are missing.
(L) Superior Lobe; Lobar (secondary) bronchus; (R)Inferior Lobe; Trachea; ( R) Superior Lobe;
Middle Lobe;Main (primary ) bronchus; (L) Inferior Lobe; Cardiac notch; Segmental (tertiary) bronchus
Trachea

(L) Superior lobe

Main bronchus
(R) Superior lobe

Lobar Bronchus

Segmental
Bronchus
Middle lobe
Cardiac notch

(R) Inferior lobe

(L) Inferior lobe

2. Discuss the difference of the right lung to the left lung.

-The lung on the left side of the respiratory system is known as the left lung.
It is divided into two lobes: superior and inferior. The oblique fissure, which
extends from the costal to both above and below the mediastinal surface of
the lung, may be seen in the middle. The superior, middle, and inferior lobes
make up the right lung, while the superior, middle, and inferior lobes make
up the left lung.
3. Using a colored pen (red) to shade the right lung on how does it looks like
when it is affected by Bronchopneumonia and the left lung when it was
affected by Lobar pneumonia

Activity 1a.
1. Learner-Learner Interaction

• The learners are asked to make a video presentation of their output, to be viewed
in FB, and asked to share their views through chat.
2. Teacher- Learner Interaction

• The teacher will provide feedback about the learner’s assignment.

Activity 2a.
The students are divided into three groups
 a. The third group will develop a diagram of the pathophysiology of pneumonia
specifically Lobar Pneumonia (book-based)
b. Start with the identified modifiable and non-modifiable factors that will be
provided in the separate box.
c. Use separate sheet for the output.
d. The output will be presented after a week.

Non- Modifiable Factors Modifiable

Factors

Activity 2b.
The first group will develop a drug study on the following name of drugs that are listed
below, in a table format:

a. Aminoglycosides (Amikacin and Gentamicin) and Cephalosporin (Cefadroxil)

b. Antipyretic (Paracetamol like Biogesic)
Generic Dosage/ Classification Indication Adverse Nursing
Name Route Reaction Responsibility
a. Before administering
the drug
b. During
administration of drug
c. After administering
the
drug

Activity 2c.
The second group will develop a nursing care plan based on the following problems
identified below in an ADOPIE format.

a. Risk for deficient fluid volume

b. Nutrition: Imbalanced, risk for less than body requirements
Note: Use NANDA book as your reference in formulating nursing diagnosis
Post Test (thru LMS or Messenger)
Lesson 4 Care of Client with Emerging Infectious Problem (Ebola)
Learning Objectives:
On completion of this lesson, the learner will be able to:
1. Identify adults who are at the highest risk exposure.
2. Explain the pathogenesis of Ebola virus infection.
3. Describe the concept of emerging infectious disease and the factors that lead to
the development of this disease.
4. Explain the nursing responsibility of each laboratory and diagnostics procedure.
5. Describe the mechanism of action, side effects, and nursing implications of drug
therapy.
6. Identify the nursing responsibility in giving medications.
7. Develop a nursing care plan for continuing care of the client.
8. Develop a teaching plan that requires psychological support and awareness of
transmission from the client to other family members.
Activity:
Given an assignment to read the attached PDF module.

1. Parts of the circulatory system and respiratory system specifically in the

migration of infected cells to the regional lymph nodes, liver, and spleen.
2. Different assessment methods used to assess the client with Ebola virus
disease
3. Anatomy and physiology
4. Diagnostics and laboratory procedures
5. Medical management (Isolation management)
6. Pharmacologic management

Pre Test

1. Complete the chain of infection of the Ebola Virus Disease.

 Ebola Virus
People residing in
sub-haran Africa,
Lab & Aid workers, family of the
infected Bats, Infected person

Ebola Virus Disease

Breaks in the skin, splashing of mucous
membranes, Secretions, Skin, Blood
micro abrasions mucous membrane

Droplets, Contact with blood or other body

fluids of an infected person

2. Discuss each stage of how does it exist.

- Ebola Virus Disease (EVD) is a rare and fatal disease that mostly affects humans
and nonhuman primates (monkeys, gorillas, and chimpanzees).
- Evidence of asymptomatic Ebola virus infection in three species of fruit bats
(Bats are the most likely natural reservoir) suggests that these animals could be
acting as a reservoir for this deadly virus.
- The virus is carried by the infected person's skin, blood, saliva, and other bodily
fluids, and it might potentially escape the body through mucous membranes or
torn skin.
- Direct contact with infected animals or people, blood, droplets, and body fluid
discharges can all spread the virus.
-Breaks in the skin, splashing of mucous membranes and micro abrasions are
portal of entries for the virus.
-The virus originated in Sub-haran Africa it is most likely that they are most
susceptible. Lab and aid workers can acquire the virus due to the procedures.
The family of course can also be infected since they are the most to interact and
are the closest people to the infected person.
3. State the possible intervention used to break the transmission.

• Clean Environment
• Proper usage of personal protective equipment
• Cough etiquette
• Aseptic Technique

Activity 1a.
1. Learner-Learner Interaction
 • The learners are asked to make a video presentation of their output, to be viewed
in FB, and asked to share their views through chat.
2. Teacher- Learner Interaction

• The teacher will provide feedback about the learner’s assignment.

Activity 2a.
The students are divided into three groups

a. The second group will develop a diagram of the pathophysiology of Ebola Virus
Disease (book-based)
b. Start with the identified modifiable and non-modifiable factors that will be
provided in the separate box.
c. Use separate sheet for the output.
d. The output will be presented after a week.

Non- Modifiable Factors Modifiable

Factors

Activity 2b.
The third group will develop a drug study on the following name of drugs that are listed
below, in a table format:

a. Anti-emetic (Ondansetron)
b. Rehydration therapy (Sodium Chloride) or Oresol
Generic Dosage/ Classification Indication Adverse Nursing
Name Route Reaction Responsibility
a. Before administering
the drug
b. During
administration of drug
c. After administering
the
drug

Activity 2c.
The first group will develop a nursing care plan based on the following problems
identified below in an ADOPIE format.

a. Deficient fluid volume r/t _________________

b. Deficient knowledge about the infection and the risk of transmission to others
Note: Use NANDA book as your reference in formulating nursing diagnosis

Lesson 5 Care of Client with Infectious Respiratory Problem (MERS-CoV)

Learning Objectives:
On completion of this lesson, the learner will be able to:
1. Identify adults who are at the highest risk exposure.
2. Explain the pathogenesis of MERS-CoV.
3. Describe the clinical features of MERS-CoV infection and the risk factors that
lead to the development of this disease.
4. Identify the significance of laboratory results into a normal range 5. Identify
nursing responsibility during isolation or quarantine.
6. Develop a nursing care plan for continuing care of the client.
7. Develop a teaching plan that includes homecare measures during isolation or
quarantine to prevent transmission among other members.

Activity:
Given an assignment to read the attached PDF module.

1. Parts of the respiratory system specifically in the migration of infected virus

2. Different assessment methods used to assess the client with MERS-CoV
3. Anatomy and physiology
4. Laboratory testing
5. Medical management (Isolation management)
6. Prevention and Control
Pre Test

1. Complete the chain of infection of the Middle East Respiratory Syndrome

Coronavirus (MERS-CoV)
 MERS-
CoV

2. Discuss each stage of how does it exist.

3. State the possible intervention used to break the transmission.
Activity 1a.
1. Learner-Learner Interaction

• The learners are asked to make a video presentation of their output, to be viewed
in FB, and asked to share their views through chat.
2. Teacher- Learner Interaction

• The teacher will provide feedback about the learner’s assignment.

Activity 2a.
The students are divided into three groups

1. The first group will develop a diagram of the pathophysiology of MERS-CoV (book-
based)
2. Start with the identified modifiable and non-modifiable factors that will be
provided in the separate box.
3. Use separate sheet for the output.
4. The output will be presented after a week.

Non- Modifiable Factors Modifiable

Factors

Activity 2b.
The second group will develop a laboratory testing studies of specimens from PUIs based
on the guidelines of CDC’s recommendation, in a table format.
 a. Nasopharyngeal/oropharyngeal swab
b. rRT-PCR assay

Laboratory Test Procedure Significance

Activity 2c.
The third group will develop a nursing care plan based on the following problems
identified below in an ADOPIE format.

a. Ineffective airway clearance r/t _________________

b. Fear r/t ____________________________
Note: Use NANDA book as your reference in formulating nursing diagnosis Post
Test (thru LMS or Messenger)

Lesson 6 Care of Client with Infectious Upper Respiratory Disease

(SwineFluH1N1)
Learning Objectives:
On completion of this lesson, the learner will be able to:
1. Identify who is at the highest risk exposure.
2. Explain the pathogenesis of Swine flu.
1. Describe the difference between the other influenza virus diseases. 2.
Identify the significance of laboratory results into a normal range
3. Develop a nursing care plan for continuing care of the client.
4. Develop a teaching plan that includes homecare measures during isolation or
quarantine to prevent transmission among other members.

Activity:
Given an assignment to read the attached PDF module.

1. Parts of the respiratory system specifically in the migration of infected virus

2. Different assessment methods used to assess the client with Swine Flu
3. Anatomy and physiology
4. Laboratory testing
5. Medical management (pharmacologic)
 6. Prevention and Control (recommendation from CDC, WHO, and National
Institutes for Health
Pre Test

1. Complete the chain of infection of the Swine Flu (H1N1)

SWINE FLU

2. Discuss each element of infection on how it exists.

3. State the possible intervention used to break the transmission Activity
1a.
1. Learner-Learner Interaction

• The learners are asked to make a video presentation of their output, to be viewed
in FB, and asked to share their views through chat.
2. Teacher- Learner Interaction

• The teacher will provide feedback about the learner’s assignment.

Activity 2a.
The students are divided into three groups

1. The third group will develop a diagram of the pathophysiology of Swine flu (book-
based)
2. Start with the identified modifiable and non-modifiable factors that will be
provided in the separate box.
 3. Use separate sheet for the output.
4. The output will be presented after a week.

Non- Modifiable Factors Modifiable

Factors

Activity 2b.
The first group will;

a. Develop laboratory testing studies of specimens based on the guidelines of

CDC’s recommendation, in a table format. 1. Nose or throat swab

Laboratory Test Procedure Significance

b. Develop a drug study on the following name of drugs that are listed below,
in a table format: 1. Antiviral drugs
2. Flu vaccine
Generic Dosage/ Classification Indication Adverse Nursing
Name Route Reaction Responsibility
a. Before administering
the drug
b. During
administration of drug
c. After administering
the drug
Activity 2c.
The second group will develop a nursing care plan based on the following problems
identified below in an ADOPIE format.

a. Ineffective thermoregulation r/t _________________

b. Chronic pain r/t ____________________________
Note: Use NANDA book as your reference in formulating nursing diagnosis