NURS FPX 6105 Assessment 1 Learning Theories and Diversity

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Capella university

NURS-FPX 6105 Teaching and Active Learning Strategies

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Date

Learning Theories and Diversity

Nurse educators can improve patient experiences and conduct culturally appropriate programs by recognizing diversity in learning contexts (Červený et al., 2022). Learning theories are essential for nurse instructors when teaching patients strategies to address their medical issues in the hospital setting. Learning theories offer an outline and standards for designing, implementing, and evaluating patient education programs. Knowing the broad principles of these theories enables nurse educators to apply their knowledge more successfully in diverse educational events (Hardie et al., 2022). As a patient educator at Vila Health Center, I selected Social Cognitive theory (SCT) to educate diabetic patients as an audience about diabetes management. The diabetic teaching plan will be prepared utilizing SCT theories of learning and recognizing patient variation. Furthermore, it is crucial to address the various concerns of patients and encourage comprehensive diabetes management education.

Social Cognitive Theory for Educating Patients about Diabetes Management

SCT is chosen as the most effective learning theory for diabetes management education in the hospital setting. SCT will assist nurse educators in developing an individualized self-care educational program for diabetes patients. Smith et al. (2020), demonstrated that SCT prioritizes observational learning, replication, and modeling in developing behaviors. SCT is necessary in health promotion because it addresses cognition and emotions, environmental influences, and components of behavior. Islam et al. (2023), further revealed that SCT is based on the idea that people learn by seeing others and mimicking their behaviors and lifestyles. Additionally, it emphasizes the importance of cognitive methods like interest and motivation in learning. 

SCT is vital to promote healthy habits by altering perceptive functions and boosting a patient’s confidence to change their attitude successfully. Furthermore, it demonstrates that individuals are more likely to adopt behaviors exhibited by others, improving patients’ behavior and health outcomes during diabetes management (Smith et al., 2020). Diabetes is a chronic medical illness linked with elevated serum sugar. If not addressed, this can lead to deadly complications, like cardiac illness, nerve disease, kidney disease, retinal damage, and foot difficulties.

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Diabetes can be effectively managed by lifestyle modifications, patient awareness, medication, and continuous surveillance (Alam et al., 2021). The SCT is appropriate for teaching patients about managing their diabetes because it gives nurse educators assistance in modeling strategies to illustrate diabetes self-care practices and education to diabetes patients. It also highlights the social and cognitive variables influencing psychological and cognitive change in diabetes therapy. SCT-based therapies enhance self-monitoring of blood glucose, nutritious eating, routine physical activity, managing stress, problem resolution, drug adherence, and goal planning (Smith et al., 2020). 

Research conducted by Onyishi et al. (2021), revealed that SCT is crucial to implement in diabetes self-care education programs because it incorporates various aspects in a diversified educational setting, including social interactions. These cognitive and external factors influence learning and patients’ behavior. It acknowledges and includes different cultural standards and principles, assisting nurse educators in making experiential education more effective for patients from various backgrounds. Moreover, SCT addresses various degrees of self-efficacy within a diverse population by identifying individualized support and motivation that aligns with diabetes patients’ abilities and constraints. Nurse educators can employ effective reinforcement strategies for diverse patient populations, acknowledging social, cultural, and personal characteristics (Islam et al., 2023).

SCT Justification in Diabetes Management Education

The integration of SCT is suitable for conducting education sessions for patients needing self-care awareness to manage blood glucose and other health indicators. Nurse educators provide knowledge to diabetic patients through real-world examples of practical approaches for enhancing experiential learning by implementing practices like tracking glucose levels, insulin and medication administration, and healthy eating habits (Smith et al., 2020). Furthermore, nurse educators are vital in increasing diabetics’ self-efficacy through encouragement and positive feedback.

They can encourage patients’ diabetes management achievement, like glucose management and adopting a healthy lifestyle and boost their self-confidence. They can integrate the SCT’s cognitive aspects by educating culturally diverse diabetic patients with inadequate health literacy about self-management guidelines and assisting patients in understanding the impact of their habits on their well-being. They can improve their mental condition and eating habits through cognitive therapy. SCT offers a basic set of psychosocial determinants, including self-confidence, expectation of outcomes, self-control, and social assistance for efficiently comprehending a broad spectrum of health habits, particularly self-care practices (Reisi et al., 2021). 

The SCT also emphasizes the significance of social support when managing diabetes. For example, diabetes management guidelines, psychological assistance from social groups, and financial resources for diabetes healthcare and living a healthy life.  It offers peer support to encourage patients to regularly follow self-management guidelines (Alhuseen et al., 2023). The SCT primarily improves diabetic patients’ knowledge of health issues and enables them to control their medical condition (Reisi et al., 2021). Considering the patients’ inadequate medical literacy, SCT is acceptable and pertinent to fulfill the objective of the teaching or educational plan and enable people to manage their condition through educational programs. 

Alternate Theories

Alternative theories include the theory of planned behavior, which is an intrapersonal approach. It predicts how patients manage their health issues by considering attitudes, observed actions, and norms or customs. A planned behavior theory enhances health education and self-management behaviors among diabetic patients (Zeidi et al., 2020). This theory addresses behavior, whereas SCT includes aspects such as learning through observation social and cognitive learning, all promoting self-management practices. It is less useful in offering comprehensive diabetes self-management education to diabetic patients.  Moreover, self-determination theory centers on patients’ innate drive and satisfaction with fundamental emotional requirements, such as independence, skill, and relevance.

The theory comprises three psychological needs for optimal functioning: relatedness, competence, and autonomy. Autonomy refers to diabetic patients’ observations and opinions of authority and self-initiation by their perception of self-worth. Furthermore, competence is related to efficiency in diabetes control strategies and recognizing or acknowledging such perfection. This theory exclusively analyzes motivation, such as medication compliance and self-management approaches, and ignores social and observational impact, which SCT highlights and is more applicable than self-determination theory (Sarfo et al., 2023). Moreover, SCT recognizes varied learning settings by prioritizing observational learning and the interpersonal aspects of education, improving learning by imitating behaviors. 

Diversity of Intended Learners

 The intended learners are diabetes patients of different ages and genders in this educational environment. The age varies from 30 to 45 or above up to 65. These people come from various cultural origins, and their socioeconomic backgrounds and degrees of health literacy vary. Some of them are native  Americans, Hispanic American, and African Americans who have developed unhealthy eating habits as a result of culturally influenced sugar and fatty or processed food consumption (Sari et al., 2022). Furthermore, several patients have low socioeconomic status and limited medical literacy. This variation lenses the true nature of diabetes, which affects individuals of all ethnicities and living behaviors (Lee et al., 2020).

Significance of Diverse Factors

Diverse elements are critical in arranging instructional sessions for diabetes patients because different cultural views necessitate customized courses of instruction to address their issues. For example, Sari et al. (2022), discovered in research that an African American refused to use insulin since it is culturally regarded to cause complications and destruction of organs. Furthermore, too much cold rice does not elevate blood glucose levels. Marginalized diabetic patients choose conventional approaches to modern therapy, as observed in Mexico. Spiritual beliefs of diverse populations also impact diabetes care.

Based on Spiritual beliefs, patients can ignore self-management activities and depend on prayer and meditation to control their condition (Onyishi et al., 2021). Furthermore, patients of different ages prefer various approaches to learning, like visual aids and comprehensive instruction sessions delivered through pamphlets. Others can select audio and verbal modalities for diabetes education on self-care (Goodman & Lambert, 2023).

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

A systematic review conducted by Goodman and Lambert (2023), showed that Older adult patients preferred textual material that can be obtained from doctors or accessed online. Other significant elements include coherent arrangement, clearly labeled content, greater text size, marked visual aids, and the inclusion of images acceptable by older adult audiences.

While adult patients prefer patient-education formats like mobile apps, seminars, and internet-based courses.  Similarly, varying medical literacy levels necessitate more in-depth and comprehensive teaching programs that facilitate an extensive comprehension of diabetes self-management. Research by Heine et al. (2021), illustrated that patients with diabetes are less likely to participate in educational programs due to low levels of health literacy. Individuals adhere less to health guidelines due to low literacy levels. These factors can serve as vital resources for nurse educators to leverage while providing education about diabetes self-management. It will ensure that all patients receive equal medical services through a collaborative culture, which enables nurses to deal with health disparities (Lee et al., 2020).

Evidence-Based Strategies for Conflict Management

In a diverse learning session of diabetic patients, nurse educators can face several conflicts that should be resolved to fulfill the teaching plan’s goal. Multiple approaches can address conflicts and disputes during the teaching plan. For example, nurses should provide appropriate instructional materials and activities adapted to the patient population’s various backgrounds. They should be equipped with culturally competent abilities to recognize and respect their patients’ customs while teaching about diabetes self-care practices. Research by Luevano et al. (2020), demonstrated that culturally sensitive diabetes self-care educational programs can help reduce diabetes inequalities among Mexican Americans.

Encouraging self-care in a holistic and culturally appropriate approach can assist with controlling glucose levels, self-management practices, and comprehension and values. Furthermore, nurses must employ a patient-focused strategy for diabetes treatment that acknowledges and accepts each patient’s needs, values, and preferences. Kwame and Petrucka (2021), highlighted that nurses can enhance patient outcomes and reduce disparities through fostering a respectful atmosphere that promotes open communication, active listening, and comprehension.

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Nurses should identify the root causes of a crisis, communicate with empathy, and guide patients to overcome their concerns, significantly improving relationships among nurses and patients and reducing conflicts. Furthermore, conflict resolution education and training for nurses will strengthen their abilities in conflict negotiation and cultural competency, allowing them to meet different patient requirements better.

Červený et al. (2022), highlighted that Training for nurses is crucial to ensure cultural competence. The training program should contain real-world examples to boost cultural awareness, and an evaluation should be conducted to assess individual beliefs regarding cultural disparities. Lastly, encouraging multidisciplinary collaborative efforts can help to meet patients’ different demands. Medical practitioners, nurses, nutritionists, and psychologists can resolve conflicts by demonstrating proficiency in their respective fields (Tan et al., 2020). These evidence-based solutions can help diabetic patients to be educated in an inclusive and productive setting. By frequently assessing and updating such approaches, diabetes management education for patients can improve medical conditions and outcomes. 

Conclusion

In conclusion, educating diabetic patients on self-management is crucial to improving outcomes, considering their cultural needs. Different aspects should be considered in educational sessions, like diverse patients’ socioeconomic backgrounds, different levels of health literacy, and multiculturalism. The SCT is the preferred learning theory for diabetes education, improving patients’ self-care behaviors. Diversity requirements can be addressed by applying evidence-based solutions and managing conflicts during educational sessions, improving health outcomes.

References

Alam, S., Hasan, M. K., Neaz, S., Hussain, N., Hossain, M. F., & Rahman, T. (2021). Diabetes mellitus: Insights from epidemiology, biochemistry, risk factors, diagnosis, complications and comprehensive management. Diabetology, 2(2), 36-50. https://doi.org/10.3390/diabetology2020004

Alhuseen, O. A., Ismail, N. A., Hasan, L., & Embarak, F. (2023). A comprehensive review of modern methods to improve diabetes self-care management systems. International Journal of Advanced Computer Science and Applications, 14(9). https://doi.org/10.14569/IJACSA.2023.0140920

Červený, M., Kratochvilova, I., Hellerová, V., & Tothova, V. (2022). Methods of increasing cultural competence in nurses working in clinical practice: A scoping review of literature 2011–2021. Frontiers in Psychology, 13, 936181. https://doi.org/10.3389%2Ffpsyg.2022.936181

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Goodman, C., & Lambert, K. (2023). Scoping review of the preferences of older adults for patient education materials. Patient Education and Counseling, 108, 107591–107591. https://doi.org/10.1016/j.pec.2022.107591

Hardie, P., Darley, A., Langan, L., Lafferty, A., Jarvis, S., & Redmond, C. (2022). Interpersonal and communication skills development in general nursing preceptorship education and training programmes: A scoping review. Nurse Education in Practice, 65, 103482. https://doi.org/10.1016/j.nepr.2022.103482

Heine, M., Lategan, F., Erasmus, M., Lombaard, C. M., Mc Carthy, N., Olivier, J., & Hanekom, S. (2021). Health education interventions to promote health literacy in adults with selected non‐communicable diseases living in low‐to‐middle income countries: A systematic review and meta‐analysis. Journal of Evaluation in Clinical Practice, 27(6), 1417-1428. https://doi.org/10.1111/jep.13554

Islam, K. F., Awal, A., Mazumder, H., Munni, U. R., Majumder, K., Afroz, K., & Hossain, M. M. (2023). Social cognitive theory-based health promotion in primary care practice: A scoping review. Heliyon, 9, e14889. https://doi.org/10.1016/j.heliyon.2023.e14889

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Kwame, A., & Petrucka, P. M. (2021). A literature-based study of patient-centered care and communication in nurse-patient interactions: Barriers, facilitators, and the way forward. BioMed Central Nursing, 20(1), 158. https://doi.org/10.1186/s12912-021-00684-2

Lee, W., Lloyd, J. T., Giuriceo, K., Day, T., Shrank, W., & Rajkumar, R. (2020). Systematic review and meta‐analysis of patient race/ethnicity, socioeconomics, and quality for adult type 2 diabetes. Health Services Research, 55(5), 741-772. https://doi.org/10.1111/1475-6773.13326

Luevano, S., Pacheco, M., Shokar, G. S., Alok Kumar Dwivedi, & Shokar, N. K. (2020). Impact of a culturally tailored diabetes education and empowerment program in a Mexican American population along the US/Mexico border: A pragmatic study. Journal of Clinical Medicine Research, 12(8), 517–529. https://doi.org/10.14740/jocmr4273

Onyishi, C. N., Ilechukwu, L. C., Victor-Aigbodion, V., & Eseadi, C. (2021). Impact of spiritual beliefs and faith-based interventions on diabetes management. World Journal of Diabetes, 12(5), 630. https://doi.org/10.4239%2Fwjd.v12.i5.630

Reisi, M., Fazeli, H., Mahmoodi, M., & Javadzadeh, H. (2021). Application of the social cognitive theory to predict self-care behavior among type 2 diabetes patients with limited health literacy. Journal of Health Literacy, 6(2), 21-32. https://doi.org/10.22038/jhl.2021.57503.1161

Sarfo, J. O., Obeng, P., Kyereh, H. K., Ansah, E. W., & Attafuah, P. Y. A. (2023). Self-determination theory and quality of life of adults with diabetes: A scoping review. Journal of Diabetes Research, 2023. https://doi.org/10.1155/2023/5341656

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Sari, Y., Yusuf, S., None Haryanto, Kusumawardani, L. H., Sumeru, A., Sutrisna, E., & Saryono, N. (2022). The cultural beliefs and practices of diabetes self-management in Javanese diabetic patients: An ethnographic study. Heliyon, 8(2), e08873–e08873. https://doi.org/10.1016/j.heliyon.2022.e08873

Smith, Y., Garcia-Torres, R., Coughlin, S. S., Ling, J., Marin, T., Su, S., & Young, L. (2020). Effectiveness of social cognitive theory–based interventions for glycemic control in adults with type 2 diabetes mellitus: Protocol for a systematic review and meta-analysis. Journal of Medical Internet Research Protocols, 9(9), e17148. https://doi.org/10.2196/17148

Tan, H. Q. M., Chin, Y. H., Ng, C. H., Liow, Y., Devi, M. K., Khoo, C. M., & Goh, L. H. (2020). Multidisciplinary team approach to diabetes. An outlook on providers’ and patients’ perspectives. Primary Care Diabetes, 14(5), 545–551. https://doi.org/10.1016/j.pcd.2020.05.012 

Zeidi, I. M., Morshedi, H., & Otaghvar, H. A. (2020). A theory of planned behavior-enhanced intervention to promote health literacy and self-care behaviors of type 2 diabetic patients. Journal of Preventive Medicine and Hygiene, 61(4), E601. https://doi.org/10.15167%2F2421-4248%2Fjpmh2020.61.4.1504