NURS FPX 6105 Assessment 3 Teaching Strategies

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Capella university

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Teaching Strategies

Diabetes management involves extensive care and educating patients about their health condition and self-regulation practices in hospital setting. Effective teaching strategies are vital to promoting efficient learning among diabetic patients through the Diabetes Self-Management Education (DSME) course. These approaches provide the knowledge, capabilities, and attitudes required for patient self-regulation (Sany et al., 2020). This assessment focuses on proven teaching strategies to motivate and engage in DSME and eliminate learning difficulties for diverse diabetic patients.

Learning Outcomes for the Course

Learning outcomes in diabetes patient education provide essential information, skills, and behaviors that patients should adopt to improve their health. DSME intends to attain three vital learning outcomes for its target audience of adult diabetic patients. 

• Adult diabetic patients will learn about the physiological aspects of diabetes, including insulin functioning, glucose metabolism, HbA1c level, diabetes risk factors, and glycemic levels (Cobo & Santi-Cano, 2020). This learning outcome will be achieved by discussing topics such as the anatomy and function of the pancreas, insulin hormone regulation, utilization and storage of glucose, and pathophysiology of diabetes. Diabetic patients improve their comprehension of medical issues using this course content (Shiferaw et al., 2021).
• Through DSME, diabetic patients can use self-monitoring technologies, evaluate their medical condition, and detect mechanisms for effective diabetes control. The course will provide information about monitoring devices, including glucometers, for measuring glucose. They will be educated about precise testing methods and how to interpret data during the course (Kim et al., 2024). They also learn about tracking their physical activities, calorie count, and medication adherence using diabetes care-related gadgets and technologies. The measurement criteria is observing patients’ care practices and glucose levels before and after the session (Powers et al., 2020).

NURS FPX 6105 Assessment 3 Teaching Strategies

• Another learning outcome of DSME is that adult diabetic patients can develop and execute tailored diabetes care plans and practices with the assistance of an interprofessional team. They can incorporate nutritional choices, workouts, stress management, and drug adherence into self-care practices. The course will assist patients in constructing customized plans based on their lifestyles, needs, and wellness goals. It will entail diet plans, exercise regimens, medicine schedules, and stress mitigation approaches like yoga. It also guides about consulting medical specialists for specific recommendations to improve self-management. The criteria for evaluation encompass the submission of written care and diet plans that demonstrate skills and efficacy in managing diabetes (Powers et al., 2020). 

The assumptions underlying these learning outcomes include that the audience is willing and motivated to acquire knowledge about their medical issue. Additionally, the educational course is created to address all elements of diabetes management, recognizing the patient’s literacy level, linguistic and cultural preferences, and demands. The course content successfully improves the effectiveness of the DSME session (Olesen et al., 2020).

Appropriate Teaching Strategies for Educational Topic

Several teaching approaches are vital to effectively attaining diabetic patients’ learning outcomes through DSME. The specific teaching approaches for diabetic patients include interactive sessions and group discussions for adult diabetic patients. By using this strategy, nurses can promote empathy and mutual assistance among patients with diabetes. The interactive learning session will discuss self-monitoring, diet planning, and physical activity, enabling participants to share their effective practices for managing elevated glycemic levels (Jewell et al., 2023). Diabetic patients can gain psychological support and motivation from peers through group talks, which is vital for long-term behavior change and better diabetes management. Group discussion can significantly impact individuals’ views, attitudes, desires, and behaviors, improving health and personal growth (Jewell et al., 2023). 

The active learning and teaching strategy involves hands-on training, practical demonstrations, and developing abilities to educate the audience effectively. It is based on practical simulations to teach participants how to use glucose-tracking devices, prepare healthy meals, and introduce physical activity into everyday life (Alghamdi et al., 2023). By following an active teaching strategy, diabetic patients will gain confidence to adopt self-care practices. Furthermore, practical activities improve abilities like using monitoring gadgets effectively, eventually leading to improved self-confidence in personal care (Ehrhardt et al., 2023).

NURS FPX 6105 Assessment 3 Teaching Strategies

Lastly, an online teaching strategy is effective for offering education and guidelines related to diabetes care. Technology-based education tools, including telehealth, which provides facilities for discussions with healthcare specialists, enable personalized counseling for diabetics based on their symptoms, requirements, and preferences. Online educational platforms provide interactive, inclusive settings for adult diabetic patients. These tailored sessions through interactive virtual platforms support recognizing patient’s specific issues, enabling nurse educators to provide guidelines based on their needs (Jain et al., 2020).

The most effective teaching approach can involve a combination of interactive and hands-on sessions and web-based learning. This method allows diabetic patients to learn about different learning styles, improving their understanding and practical abilities in diabetes management (Jewell et al., 2023). The uncertainty and identified knowledge gaps include various aspects, such as medical literacy and cultural variation, influencing the patient’s response to these teaching methods. Additional research is needed to examine the continual retention of information and skills gained through teaching techniques and their effect on prolonged behavioral modification and diabetes outcomes in adult patients (Pai et al., 2021). 

Strategies for Managing Potential Barriers

In diabetic self-management patient education, it is essential to address significant classroom learning challenges. One prevalent issue is limited access to resources, such as educational materials and technology. To address this, Scherrenberg et al. (2021), proposed that nurse educators use open, accessible educational resources like banners, booklets , and digital educational platforms to provide diabetes patients with free or cost-effective access to information. Second, cognitive barriers, such as variations in information interpretation, observational abilities, and personal characteristics, influence the learning process. It also affects the adoption of healthy behavior. Implementing interactive learning practices, such as hands-on activities and discussions, can help learners understand better and overcome cognitive problems.

Adult diabetics can efficiently comprehend instructional content and achieve learning outcomes, including self-care practices and behavioral modification (Jewell et al., 2023). Health literacy, linguistic, and cultural disparities among adult diabetic patients can all impede learning and engagement. During the learning sessions, they struggle to understand advanced and medical clinical terms and guidelines. Moreover, due to low literacy, they struggle to accept and use digital tools for self-management. To overcome these barriers, effective communication channels, including open and clear communication focusing on patients’ literacy level, enhance diabetic patients’ understanding and compliance with self-care practices.

NURS FPX 6105 Assessment 3 Teaching Strategies

Ehrhardt et al. (2023), discovered that designing multilingual and culturally competent course content and digital tools supports overcoming language and cultural challenges. Such approaches improve diabetic patients’ engagement and address their varied concerns and needs. Lastly, Choudhary et al. (2021), demonstrated that providing individualized education and guidance about applications and how to use digital tools, such as monitoring devices, monitoring apps, or digital platforms, improves diabetic patients’ technical literacy level. They can efficiently use digital tools and improve self-management practices.

Several assumptions are underlined regarding the selection of these strategies. It is assumed that diabetic patients face difficulty in accessing educational resources and tools for managing their diabetes. Second, adult patients have various needs, so the standard approach is ineffective. It is considered that open communication and simple language are essential for effective learning. With engaging exercises, the audience can better understand the concepts. Finally, overcoming technological obstacles necessitates practical instruction and peer support (Powers et al., 2020).

Approaches Overcome Learning Barriers 

Research shows that the recommended strategies can address learning difficulties. Interactive learning strategies, such as hands-on exercises and group discussions, can break down cognitive barriers in diabetic patient audiences. This assists diabetic patients in understanding and improving their cognitive capacities to adopt healthy behavior and attitudes (Jewell et al., 2023). Evidence from the literature, such as Correia et al. (2022), asserted that an integrated strategy, such as interactive hands-on exercises, can improve cognitive function and behavioral skills, mitigating cognitive barriers in diabetic patient education. The interactive sessions and hands-on training can adapt to various learning styles, encouraging adult diabetic patients to gain and retain knowledge.

This technique improves diabetic patients’ attitudes, as well as their self-efficacy and compliance with self-management practices. Diabetes patients can ensure equal access to vital educational materials and tools by leveraging open, accessible educational resources and online platforms. Evidence by Scherrenberg et al. (2021), supported that online platforms are cost-effective and provide quick access to information about self-care guidelines.The communication strategy, which includes open and transparent communication, strives to overcome various health literacy hurdles by communicating clearly and effectively. The evidence from the peer-reviewed article also underlines the importance of communication focusing on patients’ health literacy level.

NURS FPX 6105 Assessment 3 Teaching Strategies

Kim et al. (2020), demonstrate that health-literacy centered communication improves patients’ knowledge and comprehension. It includes customizing information according to diabetic patients’ level of understanding, using clear and plain language and an open communication approach to teach them self-care techniques, and confirming comprehension. Additionally, a culturally competent educational strategy is beneficial for overcoming learning barriers among diabetic patients. As supported by recent literature, culturally relevant and appropriate educational material and teaching strategies include incorporating other perspectives and offering linguistic assistance. These techniques enhanced understanding and engagement among adult diabetic patients from different cultural and linguistic backgrounds (Ehrhardt et al. (2023).

The last approach for tailored educational plans is to overcome unique obstacles, such as technology barriers. Evidence by Powers et al. (2020) revealed that individualized education plans for patients on self-care that address specific needs assist in overcoming difficulties related to varied patient audience aspects. Personalized guidance, including tailored interventions such as technology instruction and tracking glucose education, can more effectively meet the requirements and preferences of the patient. This will improve learning outcomes and self-care practices. These evidence-based solutions align with recent research findings and are projected to address learning impediments successfully. Hence, they will improve diabetic patients’ educational experience.

Role of Strategies in Maintaining Diverse Learner’s Motivation

The chosen solutions effectively maintain diabetic patients’ motivation to control their diabetes consistently. Research suggests that open-access educational resources, including booklets and online platforms, can boost motivation by making learning resources more readily available and pertinent (Scherrenberg et al., 2021). Interactive learning encourages diabetic patients to maintain self-care by promoting engagement and active participation in learning sessions. The interactive and practical learning exercises develop curiosity and engagement, resulting in increased motivation. Furthermore, these activities create favorable psychological responses associated with prolonged motivation to adopt healthy habits (Correia et al., 2022). Additionally, medical literacy-centered communication, including simple language and open debate, is crucial for diabetes patients to stay motivated, reduce concerns and stress, and improve the sense of achieving behavioral modification.

Motivation is frequently linked to the perceived ability to achieve targets, and clear communication reinforces achieving health goals (Kim et al., 2020). When diabetic patients from different cultures and languages are provided with adequate culturally competent knowledge of diabetes and self-management guidelines, they are prone to feel confident in their capacity to control their disease. Moreover, providing multilingual learning material to marginalized diabetic populations boosts their confidence. This improves motivation to address their diabetes via self-care measures (Ehrhardt et al. (2023). Lastly, Individualized instructional approaches for adult diabetic patients can also boost motivation by addressing each patient’s unique requirements. Patient customization helps maintain motivation (Powers et al., 2020). Additionally, by personalizing educational opportunities to specific needs, diabetic patients can accept ownership, boost literacy, and empower and promote innate motivation, improving diabetes management (Choudhary et al., 2021).

Conclusion

This report explores comprehensive, evidence-based teaching methods for adult diabetes patients, emphasizing self-care. Various strategies have been identified to overcome barriers to an effective learning environment. The selected evidence-based approaches can manage learning challenges and encourage motivation among adult diabetic patients.

References

Alghamdi, M. M., Burrows, T., Barclay, B., Baines, S., & Chojenta, C. (2023). Culinary nutrition education programs in community-dwelling older adults: A scoping review. The Journal of Nutrition, Health and Aging, 27(2), 142-158. https://doi.org/10.1007/s12603-022-1876-7

Choudhary, P., Bellido, V., Graner, M., Altpeter, B., Cicchetti, A., Durand-Zaleski, I., & Kristensen, F. B. (2021). The challenge of sustainable access to telemonitoring tools for people with diabetes in Europe: Lessons from COVID-19 and beyond. Diabetes Therapy, 12(9), 2311-2327. https://doi.org/10.1007/s13300-021-01132-9

Cobo, C., & Santi‐Cano, M. J. (2020). Efficacy of diabetes education in adults with diabetes mellitus type 2 in primary care: A systematic review. Journal of Nursing Scholarship, 52(2), 155-163. https://doi.org/10.1111/jnu.12539

NURS FPX 6105 Assessment 3 Teaching Strategies

Correia, J. C., Waqas, A., Huat, T. S., Gariani, K., Jornayvaz, F. R., Golay, A., & Pataky, Z. (2022). Effectiveness of therapeutic patient education interventions in obesity and diabetes: A systematic review and meta-analysis of randomized controlled trials. Nutrients, 14(18), 3807. https://doi.org/10.3390/nu14183807

Ehrhardt, N., Cedeno, B., Montour, L., Ferguson, G., Berberian, P., Comstock, B., & Wright, L. (2023). Effectiveness of a culturally tailored diabetes education curriculum with real-time continuous glucose monitoring in a Latinx population with type 2 diabetes: The CUT-DM with CGM for Latinx randomised controlled trial study protocol. British Medical Journal Open, 13(12), e082005. https://doi.org/10.1136/bmjopen-2023-082005

Jain, S. R., Sui, Y., Ng, C. H., Chen, Z. X., Goh, L. H., & Shorey, S. (2020). Patients’ and healthcare professionals’ perspectives towards technology-assisted diabetes self-management education. A qualitative systematic review. PloS One, 15(8), e0237647. https://doi.org/10.1371/journal.pone.0237647

Jewell, K., Ball, L. E., Kelly, J. T., Michaleff, Z. A., Clark, J., Jones, M. A., & Reidlinger, D. P. (2023). Group‐based self‐management education for people with type 2 diabetes mellitus. The Cochrane Database of Systematic Reviews, 2023(9). https://doi.org/10.1002%2F14651858.CD014742

Kim, J. Y., Jin, S. M., Sim, K. H., Kim, B. Y., Cho, J. H., Moon, J. S., & Kim, J. H. (2024). Continuous glucose monitoring with structured education in adults with type 2 diabetes managed by multiple daily insulin injections: A multicentre randomised controlled trial. Diabetologia, 1-12. https://doi.org/10.1007/s00125-024-06152-1

NURS FPX 6105 Assessment 3 Teaching Strategies

Kim, S., Song, Y., Park, J., & Utz, S. (2020). Patients’ experiences of diabetes self-management education according to health-literacy levels. Clinical Nursing Research, 29(5), 285-292. https://doi.org/10.1177/1054773819865879

Olesen, K., Hempler, N. F., Drejer, S., Valeur Baumgarten, S., & Stenov, V. (2020). Impact of patient‐centred diabetes self‐management education targeting people with type 2 diabetes: An integrative review. Diabetic Medicine, 37(6), 909-923. https://doi.org/10.1111/dme.14284

Pai, L. W., Chiu, S. C., Liu, H. L., Chen, L. L., & Peng, T. (2021). Effects of a health education technology program on long-term glycemic control and self-management ability of adults with type 2 diabetes: A randomized controlled trial. Diabetes Research and Clinical Practice, 175, 108785. https://doi.org/10.1016/j.diabres.2021.108785

Powers, M. A., Bardsley, J. K., Cypress, M., Funnell, M. M., Harms, D., Hess-Fischl, A., & Uelmen, S. (2020). Diabetes self-management education and support in adults with type 2 diabetes: a consensus report of the American Diabetes Association, the Association of Diabetes Care & Education Specialists, the Academy of Nutrition and Dietetics, the American Academy of Family Physicians, the American Academy of PAs, the American Association of Nurse Practitioners, and the American Pharmacists Association. Journal of the American Pharmacists Association, 60(6), e1-e18. https://doi.org/10.1016/j.japh.2020.04.018

Sany, S. B., Ferns, G. A., & Jafari, A. (2020). The effectiveness of an educational intervention based on theories and models on diabetes outcomes: A systematic review. Current Diabetes Reviews, 16(8), 859-868. https://doi.org/10.2174/1573399816666191223110314

NURS FPX 6105 Assessment 3 Teaching Strategies

Scherrenberg, M., Wilhelm, M., Hansen, D., Völler, H., Cornelissen, V., Frederix, I., & Dendale, P. (2021). The future is now: A call for action for cardiac telerehabilitation in the COVID-19 pandemic from the secondary prevention and rehabilitation section of the European Association of Preventive Cardiology. European Journal of Preventive Cardiology, 28(5), 524-540. https://doi.org/10.1177/2047487320939671

Shiferaw, W. S., Akalu, T. Y., Desta, M., Kassie, A. M., Petrucka, P. M., & Aynalem, Y. A. (2021). Effect of educational interventions on knowledge of the disease and glycaemic control in patients with type 2 diabetes mellitus: A systematic review and meta-analysis of randomised controlled trials. British Medical Journal Open, 11(12), e049806. https://doi.org/10.1136/bmjopen-2021-049806