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Abstract
The problem of diabetes prevention in the community where I serve as a nursing profession continues to be the main health concern. The elaborated educational plans ultimately aim at assisting the vulnerable population categories to decrease diabetes risks with help from family members and healthcare providers.
Introduction
Diabetes remains one of the major health concerns in the community. Since the problem lies at the cultural level and has to do with the people’s idea of their lifestyle, the healthcare professionals providing people with the medical help need to take the role of the change agents and build up the new culture of quality lifestyle leading to better health outcomes. In this paper, the teaching plans will be elaborated to help all stakeholders affected by the diabetes problem.
Lesson 1
Introduction
The lesson aiming to extend educational help to the patients will be entitled “Preventing Diabetes when You are at Risk”. The intended learners are the people in the community with controlled diabetes and people in the diabetes risk category. The intended audience consists of learners of various cultural, social, and educational backgrounds. They demonstrate the common set of unhealthy behaviors based on adherence to contemporary American lifestyle practices such as eating fast food and spending much time around the TV and computer. Another issue is that it is estimated that not all people in the intended audience are ready to comply with the offered prevention strategy.
Purpose and Rationale for the Lesson
The rationale for the theme selection is the high prevalence of patients with diabetes or prediabetes in the community. Community people survey has identified that people are not fully aware of the diabetes preventive strategy practices.
For the teaching approach, the theoretical basis of the Health belief model will implement. This model implicates that proper motivation is needed to inspire people to change their behavior (Barker, 2015). To alter their course of acting and lifestyle beliefs, people should understand how such changes affect their life quality and health status (Barker, 2015).
Statement of Goals and Objectives
Instructional goals for the lesson will include the following:
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educate the learners about the need to have sufficient physical activity;
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educate the learners about the importance of healthy eating habits;
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educate the learners about the significance of regular clinic visits to control the blood test results.
The behavioral objectives based on Bloom’s taxonomy will include the following:
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learners will be able to change their lifestyle to have a healthy diet and sufficient physical cavity; and
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learners will develop an awareness of the importance of regular visits to the direct health provider to perform diabetes screening (Huffman, Vaccaro, Exebio, Zarini, Katz, & Dixon, 2012).
Instructional Methods and Evaluation of Learning
The lesson content will be based on the information provided by CDC (2016) in the article entitled “Preventing Type 2 Diabetes When You’re On-the-Go”. The educator will begin with the community diabetes statistics. Then, one will shift to the negative health and life quality endpoints of diabetes. Eventually, the educator will explain how to prevent diabetes. The statistics and endpoints of diabetes parts will take 5 minutes each. The diabetes prevention section will take 20 minutes. Instructional strategies will focus on the facilitation of the learned information for the use in every individual’s daily life depending on one’ circumstances (DeBoer, 2013). The learning will be evaluated with the help of a questionnaire. The results will be provided to each learner to help one identify possible knowledge gaps.
Lesson 2
Introduction
The lesson entitled “Help Your Loved One Reduce Risks of Diabetes” aims to extend educational help to the patients’ family members. The intended learners are the family members of patients with controlled diabetes having the tendency to become uncontrolled and those with the risk to develop diabetes. The intended audience consists of learners of various backgrounds with different education levels and limited medical knowledge. These are the people of different ethnic and cultural traditions belonging to the low or under middle class. They are motivated to extend help to their close ones and ready to learn.
Purpose and Rationale for the Lesson
The rationale for the theme selection is the importance to support the growing number of people in the community affected by the risk of development of uncontrolled diabetes. Since the problem involves every area of the individual’s life, one will not be able to do successfully without the help from the family members (Fayers & Machin, 2013). Therefore, there is a need to educate them on how to help their loved ones. For teaching approach, the philosophical basis of Maslow’s needs hierarchy pyramid will be utilized to help motivate learners to assist their family members.
Statement of Goals and Objectives
Instructional goals for the lesson will include the following:
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educate the learners about the need to help their family members stick to the healthy diet and develop active lifestyle habits; and
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educate the learners about the importance of helping their family members perform regular screening for diabetes.
The behavioral objectives based on Bloom’s taxonomy will include
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learners will be able to develop awareness of the necessity to change the normal family habits to create the healthier environment; and
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learners will develop awareness of the importance of their close ones regular visits to the direct health provider to perform diabetes screening.
Instructional Methods and Evaluation of Learning
The lesson content will be based on the information provided by CDC (2016) in the article entitled “The Surprising Truth about Prediabetes”. The educator will begin with the community diabetes statistics. Then, one will shift to the negative health and life quality endpoints of diabetes. Eventually, the educator will explain the role of the family members in helping the affected person. The statistics and endpoints of diabetes parts will take 5 minutes each. The family members’ role section will take 20 minutes. Instructional strategies will focus on facilitation of the learnt information for the daily life usage. The learning will be evaluated with the help of a questionnaire. The results will be provided to each learner to help one identify possible knowledge gaps.
Lesson 3
Introduction
The lesson entitled “Help the Patient Monitor One’s Diabetes Risk Status” aims to educate the staff members to help patients in the risk category develop the habit to visit the clinic regularly for diabetes screening. The intended learners are the nurse team members and support staff. The intended audience consists of learners with the solid background in the healthcare.
Purpose and Rationale for the Lesson
The rationale for the theme selection is the importance to support the growing number of people in the community affected by the high risk of development of uncontrolled diabetes. The role of the staff members is to help patients develop the habit to perform screening for diabetes regularly. For the teaching approach, the theoretical basis of Benner’s theory of mentorship will be used (Barker, 2015).
Statement of Goals and Objectives
Instructional goal for the lesson is to educate the learners about the need to help the patients come for diabetes regularly. The behavioral objective based on Bloom’s taxonomy is “learners will be able to develop awareness of the necessity to help patients stick to the recommendation to come for diabetes screening regularly”.
Instructional Methods and Evaluation of Learning
The lesson content will be based on the information from Barker (2015) explaining the role of the healthcare staff in teaching patients about disease prevention. The educator will begin with the information on the role of a staff member in educating patients about diabetes prevention screening. Then, one will proceed with the information on how the staff member can practice this role. Finally, the educator will motivate the staff members to stick to the newly received recommendations. The first part will take 5 minutes. The second part as the central lesson part will take 10 minutes. The final part will take 5 minutes. The learning will be evaluated with the help of a questionnaire. The acquired results will be provided to each learner to help identify knowledge gaps.
Conclusion
In conclusion, diabetes continues to be the major preventable healthcare issue in the local community. This paper has addressed the problem of diabetes prevention in the community. The elaborated educational plans aim to provide essential training to all stakeholders including the patients, family members, and staff.
References
Barker, A. M. (2015). Advanced practice nursing. Burlington, MA: Jones & Bartlett Publisher
Centers for Disease Control and Prevention (CDC) (2016). Preventing Type 2 Diabetes When You’re On-the-Go. Web.
Centers for Disease Control and Prevention (CDC) (2016). The surprising truth about prediabetes. Web.
DeBoer, M. D. (2013). Obesity, systemic inflammation, and increased risk for cardiovascular disease and diabetes among adolescents: A need for screening tools to target interventions. Nutrition, 29(2), 379-86.
Fayers, P., & Machin, D. (2013). Quality of life: the assessment, analysis and interpretation of patient-reported outcomes. Burlington, MA: John Wiley & Sons.
Huffman, F. G., Vaccaro, J. A., Exebio, J. C., Zarini, G. G., Katz, T., & Dixon, Z. (2012). Television watching, diet quality, and physical activity and diabetes among three ethnicities in the United States. Journal of Environmental and Public Health.
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