Simulation And Problem-Based Learning

A teaching plan is one of the most important steps in nursing process. It is a vital tool used to achieve the best quality of patient care. A nurse should teach the patient what they need to know about their disease or disorder, diet, treatment, medication regimens, and self-care (Taylor, LeMone, Lillis, & Lynn, 2008). In this paper, I will explain teaching plan for diabetes patient with regular insulin injection including with the purpose of plan, outcomes, behavioral objectives, and teaching method.

Diabetes is a serious medical condition that can also be a risk factor for the development of many different diseases and conditions including dementia, heart disease, and CVA. Thus, effective management of diabetes is very important. Patient compliance can be difficult to achieve if the person affected with diabetes is not educated about the illness or treatment, has not fully accepted the diagnosis or its severity, will not change habits or believes that the prescribed treatment regime is too difficult or ineffective, has cultural beliefs conflicting with the treatment regime, experiences stressful events, lacks social support, or suffers from psychiatric issues unrelated to diabetes (Gerard, Griffin, & Fitzpatrick, 2010). As one may expect, adequate education programs are essential tools when dealing with diabetics. Solid education will provide the patient with information as well as teaching the necessary skills to manage the disorder. The primary focus of any diabetes education program must be to empower patients as a part of the multidisciplinary team. This team should be focused at integrating diabetes into the lives of the patients and this focus should be based on the decisions made by the patient, otherwise the treatment plan can be looked on as forced (Gerald et al., 2010). Every patient stricken with diabetes has the right to benefit from an education program of this type. First, basic education and facts should be administered directly following the diagnosis of

Diabetes has become an epidemic in today’s society. Diabetes affects almost every system in the body, and with an estimated 346 million people in the world with diabetes, healthcare has been heavily affected by the disease (Ramasamy, Shrivastava, P., & Shrivastava, S., 2013). One of the biggest issues for healthcare workers when it comes to diabetes, is that it is such a complicated disease. With so many different systems being affected, medical professionals have had to learn how the disease process works, what causes diabetes to work through the systems, and the best treatments to address all these issues. Through much research, the healthcare system has grown very knowledgeable on diabetes. One important aspect of treating diabetes has been in the introduction of diabetic education. In the past, nurses and dieticians had been responsible for educating patients on diabetes, but now that role is also extended to other people in the healthcare team, including the patient (Tomky, 2013). In fact, patients taking an active role in the education process, including learning to self-care has now become a priority in diabetes treatment. The following paper will discuss diabetic education, the importance of self-care and how this affects a patient’s compliance.

Diabetes is a chronic illness that requires continuous medical care and patient self-management education to prevent acute complications and to reduce the risk of long-term complications[ ].

After reflecting on my own nursing practice, I decided to search the literature on the need for better education associated with DMI. Certain ethnic and cultural groups have an increased risk for DMI and educating those at risk is a key component in the management process. If nurses use more individualized teaching processes and meet their patients’ teaching needs, then their patients will feel more comfortable in taking care of themselves at home and in schools. By reviewing the literature on the need for enhanced diabetes

For the next simulation, I am hoping that I have improved my critical thinking skills in nursing to effectively perform whatever role I will have. Moreover, since simulations are actual situations in real life clinical settings that are being played out by the students, I will research on applicable evidenced based nursing intervention and applied it during the simulation. Applying this type of intervention during the simulation will reinforce my knowledge of effective nursing intervention and will enable me to acquire a more meaningful experience that could be applied in actual clinical setting. I will also try my very best to find out what possible equipment will be used in carrying out nursing care for a given clinical

The feedback that was given back from both primary and secondary audience was discussed and documented. The secondary audience which were the health workers known as the enrolled and registered nurses. They listed the health resources that were available for patients with diabetes were pamphlets, posters, active programmes, websites, apps and plates with food images on them showing the portion of food the patient is recommended to have as stated on (Ministry of Health, 2014a). The primary and secondary target audience both stated that there is adequate information out there, unfortunately not enough information to help both the patient and the Nurses work side by side to help promote self management to the patient with diabetes (Ministry of Health, 2015). The critical information that the primary and secondary audience should know is that the nurse and doctor can do all they can to educate and promote to the patient to live a more healthier lifestyle, but in the end it is literally up to the patient to decide and make a choice on how they would manage their diabetes regardless of all the health resources they are given (Ministry of Health, 2014d). The audience needs to know that diabetes can be controlled if they are willing to make the change. The health resource that was considered by the primary and secondary audience is to have a health resource that would have everything a patient would need all in one and mostly help the health workers monitor their

According to Norris, Engelgau, and Narayan (2001) who were involved in a systematic review using a random trial research design, it was found out that self-management initiatives in training regarding knowledge of diabetes have a positive result to the various patients used. Out of a sample of 72 studies carried out in 84 articles analyzed effectively within a period of less than 6 months, it can be concluded that provision of self-management knowledge can be very important to the diabetes patients because it provides a similar body of knowledge concerning management of the condition from their homes. In a similar study carried out by CDC in a meta-analysis, it was revealed that knowledge in diabetes among the various patients with type 2 diabetes showed improvements in the self-management education (CDC, 2014).

With the increasing prevalence of type 2 diabetes, the importance of teaching patients newly diagnosed with type 2 diabetes how to manage their disease while maintaining their personhood is vital. Personhood is defined simply as “the quality or condition of being an individual person” (OED Online, 2016). While the definition may be simple, the idea it encompasses is significant, and is one nurses need to consider. Protecting a patient’s individuality while treating within a standard care model can be challenging. Failing to do so can result in patient non-compliance with their diabetes management, and increase their likelihood of cardiac, vascular, and neurological diseases (Lahiri, 2016, p. 116, Phillips, 2016, pp. 536-537). Individualizing patient teaching, assessing and encouraging healthy eating and exercise habits, and identifying and remediating factors which decrease a patient’s medication compliance, can assist in helping patients stay compliant with their treatment while preserving their personhood.

The review of literature section will define diabetes and prediabetes, identify the prevalence and major risk factors for diabetes, and present behavioral changes that can reduced the risk of developing diabetes. This section discusses the types of presentations and teaching methods that have been utilized in diabetes prevention and the health belief model. The final paragraphs in the review of literature present the learning theory and delivery method of instructional designs, which are ideal for a diabetes prevention program.

Annual testing for abnormalities in fasting serum cholesterol, triglyceride, HDL cholesterol, and calculated LDL cholesterol levels (ADA, 2008)

This study was conducted by Abazari, Vanaki, Mohammadi, and Amini, and their primary concern was to have a more profound understanding of why there is such inadequacy of success in managing diabetes patients’ education. With that in mind, they have decided to look into the Iraq population’s process of educating the patients in their diabetes centers. HOW To accomplish this goal, in 2010-2011, in the provinces of Iraq, researchers conducted this qualitative study. Method To conduct the investigation, researchers chose twelve diabetes nurses educators from different counties, and an internal medicine specialist. For the qualitative research, data was collected using a semi-structured face-to-face interview, a focus group, relevant documents,

In the article, Assessment of Group Versus Individual Diabetes Education by Patti L. there is a comparison of the effectiveness of individual teaching versus group teaching in individuals with type II diabetes. 170 persons, between the age of 30 and 80, were enrolled over a period of two years to participate in the educational study. The participants controlled their type II diabetes with oral and nutritional therapy during the study. Each patient was referred to the education center by their primary care provider whom had previously diagnosed each patient with diabetes type II.

Nurses should be well educated and trained to assess the health status of diabetic patients and competent enough to diagnose the alteration in the health status, provide appropriate management and health education to the patients. Educating nurses regarding the management of diabetes will prevent the patients suffering from macrovascular and microvascular complications associated with diabetes. When nurses have knowledge regarding the preventive approach of diabetic complications, they will regularly assess the patient’s health status such as regular foot inspection, skin assessment, neurological assessment and vascular assessment. Also they will educate other health care workers to follow the diabetic care plan . In nursing home, many patients with diabetes have foot ulcers, ulcers in between the toes, cardiovascular complications, urinary tract infection, history of fall injury and others. The complications mentioned above are associated with the lack of knowledge among nurses, which can be prevented by creating an awareness among nurses through in-service education. After providing the in- service education regarding the management and prevention of diabetic complications, nurses will be motivated to follow the right protocol to provide

The main responsibility of a nurse is to offer a various range of health care services which includes provision of health education, prevention against disease, promotion of health condition and treatment of acute illness. (as cited in Ling, Bo, Ying, Shao & Hui, 2014) They are expected to perform a wide range of clinical skills for saving patients’ lives and this requires student nurses to have solid foundation in their learnings. The problem-based learning is defined as the learning that develops from the process of working towards the solution of a given problem (as cited in Ling, Bo, Ying, Shao & Hui, 2014) and its learning approach has been the focus in the nursing education for student nurses’ academic curriculum. This essay argues that problem-based learning and self-directed learning help student nurses to develop critical thinking skills and problem solving competency. The essay also explains that both learning approaches develop student nurses to become effective team collaborators with good communication skills, which will make them grown and achieve higher in professional nursing career. Moreover, it describes how problem-based learning aids student nurses to develop their self-directed learning skills and empowers them to adopt to changes in the workplace and health care practices.