Teaching Plan for Diabetes Mellitus

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.

bridge between what is in the student’s mind to the structures of the contents to be learned. Therefore the systematic organization of the contents and the meaningful delivery of the lecture is very important for effective learning. The nurse should formulate lecture adapting various steps such as; plan the body of the lecture (appropriate content/relevant to the topic), provides examples

This learning will occur in a quiet exam room in a local clinic at a time that will best work for the client. The exam room will be quiet with a window to the courtyard. The teaching will not be rushed. KV and I will be sitting at a table facing each other. I will have written information as well as visual aides to promote learning. This will promote the learning by minimizing distractions, and allowing the learner to feel comfortable. I will include pictures and diagrams in the teaching as the client does learn best hands on. I will also use the clinic resources such as pamphlets and research studies to aid my teaching. I

Type 1 diabetes (DM 1) results when beta cells of the pancreas are no longer making or secreting any insulin. As a newly diagnosed 21 year old this is a life- altering diagnosis. It is very important to take every patient’s age into consideration for patient teaching, however as a 21 year old I may base my teachings in a different way. For example, it is very important to know about the patient’s lifestyle, if he or she is away at college, ‘normal’ eating habits, alcohol consumption, and even class schedule. Taking all of these components into consideration can really help aid toward teaching the patient toward their medication regimen, and the overall new diagnosis of DM 1. Before teaching begins, the nurse should assess what the patient already

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

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

These recommendations are to ensure that every person with diabetes receives individualized DSME/S to achieve treatment goals. These goals are (a) to provide DSME/S that focuses on healthy eating, being active, blood glucose monitoring, taking medications, risk reduction, healthy coping, and problem solving;(b) to deliver high quality DSME/S that meets The National Standards for Diabetes Self-Management Education which designed to assist diabetes educators in providing evidence-based education and self-management support. The National Standards for DSME include; Standard 1: The providers of DSME will document an organizational structure, mission statement, and goals that support the efficient and effective DSME/S. Standard 2: For the

Received IRB approval for a 6-month pilot study in which the ten-family sample size would be recruited to be exposed to the educational intervention. Access to the TCH EPIC medical records system received IRB approval to identify themes from the chart review was used to help direct learning objectives during the simulation training, to collect baseline data to better understand this high-risk patient population. IRB approval to satisfy human subjects protection considerations. There are plans for more curriculum research, presentations and publishing soon.

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).

Diabetes education is the main therapeutic tool that enables a patient to communicate properly with their care provider to manage their diabetes. Diabetes self-management education is a fundamental component of diabetes care. Pharmacists who have background knowledge of biological and social sciences, communication, counseling and education are competent to work as diabetes

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).

Glucose monitoring- It is important to monitor blood sugar often especially before meals and be consistent with the monitoring to obtain the amount of insulin that must be administered to maintain a healthy level of glucose in the blood stream. This is done with a glucometer with a small amount of blood. Most of the glucose testing is performed at home on a regular basis.

The first step would be to find out how the patient learns best. Some people are good at reading and understanding material and, then, following it while others learn best by writing things down in their own handwriting, and still others, learn best by doing things to get the feel of it. Talking with the patient and asking questions can help determine how a patient learns things the best way for them.