Diabetes Teaching Plan

planned intervention, the type of study you will conduct and how you plan to evaluate the

Discuss a clinical experience in which you had to incorporate one or more learning styles such as visual, kinesthetic, and auditory. Explain the outcomes and how you created an effective learning experience.

According to the Center for Disease Control and Prevention (CDC), 8.3% of Americans, or more than 25 million people, are living with diabetes. (Gosse, 2014) My mother, my grandmother and I are part of that statistic. Diabetes is predominately found in middle-aged and older people. This can be people that are overweight and inactive.

Many individuals learn using a combination of styles. After considering all aspects of my patient I created my teaching plan to benefit visual, auditory, and tactile learners. My plan included an informative brochure that I created at a reading level suitable for my patient and visual aids consisting of tables such as “My Plate,” nutrition labels, and certain foods to avoid. The visual aids were necessary for my patient’s literacy level

3a. Develop an educational plan which will be presented to the nursing staff during week 4.

Conduct several educational imitative on various skills such as educating nurses working in the varies clinical settings how to perform central line dressing, Foley catheter insertion, maintained and taken a specimen from the port. Train nurses how to use the four-point restraints, trach care and how to conduct a code. Design and develop teaching lesson plans and PowerPoint presentation using various instructional strategies to

Data from the 2011 National Diabetes fact sheet states that 25.8 million children and adults in the United States, or 8.3% of the population, have diabetes. 18.8 million People have been diagnosed while there are 7

The aim of a planned teaching guide is to enable the teacher to have a concise lesson plan and objectives for in which to teach BLS to the students. The target audience is 1st year nursing students, who may or may not have any previous experience with BLS; it is therefore necessary to question their knowledge. The plan must use language that is appropriate and understandable. Whilst being mindful not to use nursing slang or unfamiliar terminology. There is an assumed interest from the students as this

According to the American Diabetes Association (ADA), 8.3 percent of the populations in the United States of America (USA) have diabetes. Diabetes is itemized as the primary cause of 231,404 deaths1.

PEPTALC course instructors send updates to primary care team on any recommended education prior to discharge

After identification of a patient teaching need the next step in the teaching process is establishing a measurable goal. “Teaching goals are broad in scope and set down what is expected as the final outcome of the teaching and learning process” (Wilkinson & Van Leuven, 2007, p. 538). In order to achieve a high level of standard, teaching goals need to be specific, measurable, attainable, realistic and timely. For our example, the teaching goal for J.L. and his diabetic foot care is as follows: Client is able to state five things he can do to prevent diabetic foot complications by the end of the teaching session implemented on Sunday January 24, 2012. Specifically, the five items J.L. will identify are to monitor and manage his diabetes, inspect feet daily, wash feet with warm water while drying between toes and apply moisturizing cream to feet daily (not between toes), avoid walking barefoot or with unfitted shoes, and calling the doctor should he notice any changes in his feet.

To assist the preparation for the teaching session I used one of Jones (2016b) recommended session plan (Appendix 1).

This continued education can take place as needed on a one-on-one basis and can be included with the routine office visit or at a separate time that is convenient for the patient and health care practitioner.

The nurse should act as a facilitator, creating an environment conducive to learning that motivates individuals to want to learn and makes it possible for them to learn (Musinski, 1999). The assessment of learning needs, the designing of a teaching plan, the implementation of instructional methods and materials, and the evaluation of teaching and learning should include participation by both the educator and the learner. Thus, the emphasis should be on the facilitation of learning from a nondirective rather than a didactic teaching approach (Knowles, Holton, & Swanson, 1998; Musinski, 1999; Mangena & Chabeli, 2005; Donner et al., 2005).

The patient Ms Walker has been diagnosed with an autoimmune disease Lupus. The first teaching would be in regards to what lupus is, how it is contracted, and how it can be managed on an ongoing basis. The second teaching should be informing the patient she will need rest pending on the severity of her disease, and she should rest prior to becoming exhausted. The next teaching is joint protection and energy conservation. This will involve explaining simplification of current activities and times saving joint protection devices, ex. electric can openers etc. The patient will need to be instructed on her medications which include side effects, daily dosages and potential drug to drug interactions. This includes caution for postural hypertension