NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Name

Capella university

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Overview of the Course

This assessment comprises a precise overview of the Diabetes Self-Management Education (DSEM) course for adult diabetics at Vila Health Center. It also focuses on developing evaluation procedures to guarantee that the goal of the course teaching plan is adequately accomplished. To design a course on DSME for adult diabetic patients, Social Cognitive Theory (SCT) as a learning theory was chosen to teach adult diabetic patients about their disease and its self-care because patient educators play a vital part in educating adult patients and demonstrating practical self-management practices.

Furthermore, the assessment emphasized the variation of the target patient audience to adjust the teaching plans to their various needs. In addition, the course included classroom and learner motivation and management strategies. The course offers a holistic approach to DSME for adult diabetic patients by incorporating proven teaching methodologies to address learning difficulties. It also fosters cultural competency, enabling adult diabetic patients to accept self-care practices efficiently.

Application of Social Cognitive Theory to Optimize Teaching Experience

In DSME, the SCT is crucial for improving the learning and teaching process and diabetic patients’ conditions. SCT emphasizes the importance of social contact and experiential learning, making it a valuable tool in medical education, especially DSME. It also underscores that people can comprehend and learn specific behaviors by imitating other people’s lifestyles and behaviors (Govindaraju, 2021). Through social interaction, SCT enhances cognitive processes, especially motivation and attention. Educators can use appropriate reinforcement methods for varied diabetic patient groups by recognizing cultural, societal, and personal aspects (Islam et al., 2023).

Integrating SCT concepts into teaching approaches entails encouraging relationships and shared learning. Furthermore, nurse educators provide diabetes patients with practical examples to enhance educational experiences, such as glucose monitoring, insulin and drug delivery, and a nutritious diet (Smith et al., 2020). As a result, it enhances cognitive abilities, improving the learning process (Govindaraju, 2021). 

Rationale for Social Cognitive Theory

The justification for using SCT in DSME stems from its potential to promote social engagement for information exchange, imitating the learning process, and experiential learning. In the diabetes setting, this SCT learning theory can encourage healthy habits and lifestyle changes necessary for controlling diabetes. It also enables nurse educators to serve as practical models of the proper healthy actions and behaviors. Furthermore, it entails social and peer group support in which diabetic patients can effectively manage their glucose levels through self-esteem and increase experiential learning among patients (Smith et al., 2020).

The SCT offers step-by-step instructions for monitoring glycemic levels, administering insulin and medication, and making lifestyle modifications that can encourage imitation in diabetic patients. The cognitive aspects of SCT, including using diabetes management tools like educational pamphlets, can emphasize the importance of individual participation in diabetic self-care (Kaveh et al., 2022). This concept of SCT is effectively utilized in the course by providing real-life instances of modeled behaviors, encouraging social connection with diabetic patients, and enhancing health awareness through extensive guidelines (Jahromi et al., 2024).

Thinking, Learning, and Communicating Methods for Specific Learning Situations

Incorporating several learning strategies into the DSME teaching plan is vital for catering to distinct learning styles and boosting patients’ engagement. Research demonstrates the efficacy of various approaches. For instance, Smith et al. (2020), revealed that applying the SCT allows nurse educators to deal with the cultural, interpersonal, and environmental elements that influence learning. It also assists educators in conducting observational teaching effectively for adult diabetics (Smith et al., 2020). SCT can be successfully applied to facilitate productive learning through social relationships and conduct modeling.

In addition, cultural variety also exists in patient audiences, some Native Americans, African Americans, and Hispanic Americans (Sari et al., 2022). The teaching plan also encompasses communication and culturally competent strategies for diverse diabetic patients. Davis et al. (2022), supported that culturally appropriate communication (multilingual) offers culturally appropriate instructional materials to deal effectively with the cultural issues that can occur during DSME.

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Several aspects must be addressed, such as literacy level and patient needs and preferences. So, adopting patient-centered or individualized approaches to customize the DSME content. For example, some diabetic patients prefer lectures with visual aids and detailed instructions via pamphlets to improve understanding. Others may require audible and verbal formats through interactive lectures and practical exercises to comprehend and practice that knowledge (Goodman & Lambert, 2023). Nurse educators should adopt disparity-resolving strategies to boost comprehension and interaction.

These solutions include interprofessional collaboration to tackle varied patient requirements and providing a comprehensive educational session that covers diet planning and medicine management (Powers et al., 2020). Asmat et al. (2022), demonstrated that an individualized approach is crucial to respect patients’ desires and needs in managing diabetes. Incorporating these approaches results in effective behavioral modification and cognitive abilities among diabetic patients, improving patients’ glycemic levels.

Integration of Appropriate Learning Strategies, Techniques, and Outcomes

Learning Strategies and Techniques

To efficiently provide DSME to diabetic patients, suitable learning approaches must be used. These methods are vital to achieving self-care outcomes among adult diabetic patients. The learning methodologies adopted are blended learning through face-to-face instruction and online learning via telehealth (Bullock et al., 2023). The justification behind choosing this setting is that it contains SCT concepts. It promotes patients’ participation and modeling novel practices, hence promoting self-management practices (Smith et al., 2020). Active in-person learning provides diabetic patients with information and resources to help them understand and follow self-care requirements.

Through lectures and infographics, nurse educators improve patients’ ability to monitor vital signs such as blood glucose with a glucometer. Group discussions improve patients’ beliefs, mindsets, preferences, and behaviors, enhancing their health practices (Jewell et al., 2023). Telehealth leverages web-based tools like interactive websites to assist patients with care and consultations (Sharma et al., 2024). Telehealth allows medical providers to provide patients with guidelines through online platforms like mobile apps and patient portals (Sharma et al., 2024). 

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

This course is designed for adult diabetic audiences who need to manage diabetes. It is the most effective learning method, encouraging e-learning and interactive learning. It allows them to manage their learning process through an online platform or in-person class sessions with other commitments, including occupational roles (Bullock et al., 2023). Furthermore, patients living in isolated regions who find it challenging to attend in-person educational courses can benefit from accessing DSME using a digital platform. The blended learning session will employ informative infographics, group discussions, and hands-on experiences to teach diabetic self-management. Diabetic patients will develop self-care skills and behaviors (Kreider, 2023).

Learning Outcomes

Through an interactive blended learning approach, adult diabetic patients improve their understanding and practical skills in diabetes management. They improve their learning through various activities, including hands-on exercise to prepare meals and simulation activities for glucose monitoring. These learning sessions aim to demonstrate an improved understanding of the physiology of diabetes and associated risk factors. They will better comprehend their medical condition and manage accordingly. Adult diabetic patients can use monitoring gadgets to evaluate and monitor their condition and self-care practices, including calorie count, glucose levels, and physical activity (Sharma et al., 2024).

Criteria for evaluation include their physical activity level and glycemic level before and after the learning sessions. Lastly, diabetic patients will formulate customized care and meal plans through interprofessional collaboration. Their plan will include nutritional options, physical activity, medication, and stress-coping practices. The measurement criteria include submission of diet and self-care plans in written form, illustrating their abilities and understanding of self-management practices (Powers et al., 2020). These learning outcomes support selecting suitable learning techniques in DSME, ensuring that adult patients gain the essential information, capabilities, and attitudes to improve their self-care.

Situations and Populations

The diabetes patient population and DSME learning environment must be considered while selecting approaches. For instance, incorporating interactive learning exercises can boost participation and information sharing among various adult diabetic patient groups. Adaptable scheduling and blended learning modules cater to the diverse demands of adult diabetic patients about self-management activities (Bullock et al., 2023). Nurse educators can improve the efficacy of DSME by customizing learning methodologies to specific groups and situations.

Assumptions about Choices

The assumption in adopting these learning approaches and procedures is that adult diabetic patients require both care and a flexible schedule. If the educational session course is designed with a standard lecture method, they will be stressed due to other commitments and lack of motivation. As a result of a lack of information and motivation, they will suffer further health consequences from diabetic complications. Adult diabetic patients can efficiently manage their DSME learning and other domestic tasks by participating in hybrid educational sessions (Bullock et al., 2023). The decision to conduct “Hybrid sessions for DSME in adult diabetic patients” relies on the audience’s needs, responsibilities, and stated objectives.

Classroom and Learner Management Strategies

The DSME course aims to adopt classroom and learner management methods supported by research. For example, the Theory of Behaviorism is incorporated into the DSME course. This approach suggests that encouraging interactive activities and sessions promoting student learning can regulate learners’ behaviors and mindsets. This approach concentrates on observable behaviors and attitudes. It highlights the role of incentives as well as penalties in shaping behavior. The theory of behaviorism in classroom management is beneficial because it provides a systematic approach to behavior modification.

Nurse educators can effectively regulate diabetes patients’ attitudes and build a successful classroom by regularly rewarding positive practices and discouraging inappropriate behavior (Law et al., 2022). This idea can be implemented into the DSME course for adult diabetic patients. It can be accompanied by interactive teaching exercises and quizzes to enhance diabetic self-care behavior. However, executing this classroom management technique entails creating and assembling educational resources that meet learners’ health requirements, which demands extra effort by nurse educators.

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Another learner management approach used in the diabetes education course for adult patients is Vygotsky’s social development theory. It emphasizes the importance of relationships and teamwork in the education and learning process. Furthermore, it recognizes the significance of cultural factors, including linguistic and communication, in cognitive growth. Nurse educators can efficiently employ these resources to establish a culturally appropriate learning setting to tackle the cultural sensitivity that comes up in this course. It also emphasizes the importance of peer support for promoting collaborative learning.

This approach allows diabetes patients to collaborate with the nurse educator, improving DSME outcomes (Erbil, 2020). Additionally, evidence-based practices include the adoption of positive behavior reinforcement, which entails rewarding desired actions. Khajuria and Sarwar (2022), found that this strategy can boost diabetic patient involvement and inspire them to adopt healthy behaviors. Educators can maintain discipline and foster a favorable learning setting by regularly rewarding desired behaviors and imposing repercussions on unfavorable attitudes.

Customizing educational resources and sessions considering patients’ health preferences and needs encourages improved adherence to self-care measures (Sugandh et al., 2023). Lastly, evidence shows that including diabetes-tracking apps, such as tracking glucose and medication notifications, promotes self-care by increasing compliance with medications and healthy habits. It also provides recommendations for altering diet and lifestyle to help individuals control their diabetes. These apps can be linked to medical staff workplaces to facilitate coordinated care and regular monitoring to assist them in managing their disease (Sharma et al., 2024). Nurse educators can create a practical learning setting by incorporating proven strategies and theories into classroom management. This setting promotes patient participation in DSME.

Conflicting Data and Other Perspectives

Some evidence disagrees with the theory of behaviorism in learner management. For example, some critics claim that behaviorism theory prioritizes educating habits and actions while ignoring the impact of learner traits and external influences in classroom management. Similarly, conflicting evidence regarding Vygotsky’s social development theory includes the need to determine the limitations of the learner’s cognitive growth (Segarra et al., 2023). Some critics argue with the positive behavior strategy. For example, some argue that extrinsic rewards can weaken intrinsic drive and inhibit the acquisition of self-regulation abilities. 

Conflict demonstrates that personalized learning sessions are unsuitable for class management and learning outcomes since they require additional resources. Some critics argue that standard instructional sessions are more cost-efficient and practical for successfully managing assets and patient outcomes (Mühlbacher et al., 2021). Conflicting data about diabetes tracking apps indicate that this strategy is less beneficial because it requires patients’ technical expertise and understanding, and the majority of diabetic patients are hesitant to use monitoring apps and gadgets. More resources are required to train patients to use these apps. Others argue that problems associated with internet access or connectivity and socioeconomic variables limit the usefulness of technology-based approaches (Fleming et al., 2020).

Learner Motivation Strategies

It is necessary to develop patients’ motivation and readiness to adopt persistence practices in diabetic self-care. Nurse educators can motivate diabetic patients in a variety of ways. For example, using self-determination theory is critical for empowering diabetic patients. Diabetic patients learn to regulate their glycemic levels by self-regulating their lifestyle, taking medication, and adopting healthy dietary behaviors (Phillips & Guarnaccia, 2020). Davis et al. (2022), discovered that using culturally competent and tailored communication methods engages patients in making decisions and values their preferences and needs.

It also promotes a sense of accountability and drive because diabetic patients accept that their values, interests, and cultural opinions are acknowledged. Furthermore, motivational interviewing techniques can increase inherent motivation and encourage patients to embrace healthy habits (Phillips & Guarnaccia, 2020). Nurse educators can illustrate healthy and effective practices to support experiential education and encourage patients to sustain self-care practices. Lastly, Incorporating goal-setting and self-regulation strategies can boost motivation in diverse diabetic patient groups. According to Barbosa et al. (2021), patients with more substantial control, self-management, and coping abilities are more likely to change their behaviors. Empowering diabetic patients improves their sense of control, assists in goal setting, and motivates them to improve their behavior.

Barriers to Learning in Educational Course

Educators and learners can meet several challenges when educational sessions are planned and conducted. These challenges impede efficient learning and interfere with goal achievement. Motivational and cognitive difficulties can be caused by a person’s traits, limited access to resources, technology impediments, cultural issues, and a lack of digital and health literacy, which are significant challenges. Inadequate availability of resources, such as educational materials and technology, hampers the progress of patients’ DSME. Due to limited access, diabetic patients cannot reach out to vast information, impacting their motivation to modify their practices as they are unable to attain enough knowledge (Scherrenberg et al., 2021). Furthermore, because of their low literacy level, individuals fail to adopt and apply digital tools for self-regulation.

To address these hurdles, efficient methods of communication, such as transparent and open communication based on patients’ literacy levels, improve diabetic patients’ comprehension and adherence to self-management activities (Singh et al., 2023). They required additional digital and health literacy training regarding digital technologies. Nurse educators must teach the audience about using technological tools, including tracking devices, surveillance applications, or digital platforms, to improve diabetic patients’ knowledge and learning process (Sharma et al., 2024). Additionally, nurse educators can employ open, readily available instructional resources such as posters, booklets, and virtual educational platforms to give diabetic patients free or low-cost information (Scherrenberg et al., 2021).

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Cognitive impediments to learning include deviations in knowledge analysis, observational capacities, and personal qualities. It also influences the adoption of self-regulation behaviors. Adopting interactive and collaborative learning strategies, like hands-on exercises and group discussions, can help students understand and overcome cognitive challenges. Adult diabetic patients can effectively understand educational material and attain educational goals such as self-care habits and behavioral adjustment (Jewell et al., 2023). Cultural obstacles also affect patients’ educational experiences. Diversity in cultural origins, beliefs, and language can impair diabetes patients’ ability to grasp and participate in the course. To overcome cultural obstacles, nurse educators must use culturally appropriate techniques and instructional materials that recognize and respect diabetes patients’ viewpoints and experiences.

Integrating varied scenarios, including multicultural perspectives in their content, and offering linguistic support for non-native speakers can all contribute to an engaging learning setting (Singh et al., 2023). Another effective technique for overcoming the obstacle of poor health literacy is to foster health literacy-centered communication, which includes clear and open conversation. This method helps patients comprehend diabetes because the nurse educator interacts in a way that encourages the diabetic patient’s capacity to absorb complicated practices and words effortlessly. Additionally, to reduce language difficulties by using straightforward and basic language to help patients understand (Heine et al., 2021). Furthermore, patients can receive personalized guidance that meets their medical requirements (Powers et al., 2020).

Uncertainty and Knowledge Gaps

Uncertainties and knowledge deficiency remain when teaching a particular audience. For example, evaluating the level of the audience’s technical and medical literacy is vital for determining and designing the teaching resources and courses essential to meet the requirements of learners. Furthermore, information gaps, including diabetic patients’ ethnic or cultural origins, must be addressed to build a culturally relevant educational approach (Singh et al., 2023). Other gaps in knowledge met during the DSME program can be associated with the failure to recognize the motivational factors and preferences of diabetic patients. Additional research is needed to comprehend whether patients are consistent with practicing self-management behaviors to enhance their health conditions (Jewell et al., 2023).

Integration of Cultural Competence in Education

Patients come from several origins, including different cultures and languages, so cultural competence is urgently needed in educational services. Patients’ health is significantly influenced by their cultural ideas, habits, ethics, and principles (Singh et al., 2023). Specific marginalized populations practice conventional therapies and postpone medical care until their lives are in danger. Other traditions and cultures force undesirable lifestyles through traditional foods and habits, destroying the lives of individuals. African Americans resisted the application of insulin because it is believed that it is associated with difficulties and body damage. In addition, excessive consumption of chilled rice does not raise sugar levels. The spiritual beliefs of various people impact diabetes care.

Patients who hold spiritual beliefs can decide to neglect self-care efforts and prefer meditative practices to regulate their disease. To improve health outcomes for these individuals, culturally responsive care and education must be integrated. (Singh et al., 2023). The patient educator should adopt culturally competent approaches like culturally relevant education and language style to address cultural sensitivities linked to lifestyle and diabetes control. Developing an individualized teaching plan that respects and acknowledges their cultural beliefs and educates them about diabetes so they do not hesitate and feel disrespected for their beliefs and values. It will improve their attitude towards adopting calf care practices and managing their diabetes (Singh et al., 2023). 

Evaluating Evidence

The chosen evidence-based articles, Sari et al. (2022) and Singh et al. (2023), demonstrate their relevance and credibility to cultural competency in healthcare by considering patients’ values, principles, and practices and addressing their concerns. Additionally, both articles were published within the recent five years, indicating their currency. Furthermore, these studies employ evidence-based strategies to foster cultural competence, including culturally appropriate teaching materials. The credibility of the articles can be assessed through the journals in which these articles are published. Their journals are well renowned, which demonstrates their authenticity. Furthermore, the authors are well-qualified and skilled in the subject. The articles are peer-reviewed, and the authors have affiliations with the medical field.

Teaching Plan

The teaching plan is an essential tool in DSME for dealing with the difficulties of diabetes care. It describes the primary learning outcomes, teaching tactics, and classroom management practices. The plan aims to increase adult diabetic patients’ involvement and promote a supportive learning environment using research-based methods and cultural competency strategies. Additionally, applying learning theories in DSME enhances the teaching method (Smith et al., 2020). Lastly, this plan aims to provide adult diabetic patients with the abilities and knowledge required for optimal self-care in diabetes control.

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Section	Content
Course	Diabetes Self-Management Education
Introduction	This section offers an overview and introduction of the educational and teaching plan, outlining the goals and objectives of DSME in patients (Bullock et al., 2023).
Learning Outcomes	The learning outcomes segment outlines the primary knowledge, abilities, attitudes, and behavioral modifications that diabetic patients will gain through the teaching plan (Powers et al., 2020).
Learning Theory Application	This section describes the way a particular learning theory, like SCT, is used to shape and organize the teaching approaches in the teaching plan (Islam et al., 2023)
Teaching Strategies	Several teaching strategies, including blended learning, simulations, interactive and group discussions, and telehealth-based approaches, are detailed to promote efficient learning in DSME (Bullock et al., 2023)
Classroom Management	This section outlines classroom management strategies, including key points of Vygotsky’s social development, the theory of behaviorism, positive behavior reinforcement, designing tailored educational resources, and integrating technology to ensure an inclusive learning environment.
Learner Motivation	Strategies for motivating adult diabetic patient learners, including aspects of social determinant theory, goal-setting, self-control techniques, and motivational interviewing techniques, are described to boost learners’ motivation.
Learning Barriers	Several learning barriers are identified, such as limited access to educational resources and tools and cultural, linguistic, and literacy level differences. Their coping strategies are also outlined to address barriers successfully (Singh et al., 2023).
Implementation of Cultural Competence	This section outlines the significance of addressing cultural issues and highlights the value of cultural proficiency in healthcare education. Strategies are provided for incorporating diverse views and perspectives and meeting the demands of diverse diabetic patient groups (Sari et al., 2022).
Evaluation	This section describes the approaches for evaluating the knowledge and learning of adult diabetic patients or learners and assessing the efficacy of the DSME teaching plan.
Conclusion	This section summarizes the DSME plan and its importance in preparing and equipping diabetic patients for effective diabetes care.

Assessment Design for Course

The evaluation methods are provided to assess the progress of DSME sessions while considering the distinct needs, choices, and concerns of adult diabetic patients. The effectiveness of the DSME educational course can be evaluated using several assessment methodologies. One such strategy is online system interaction metrics, which allow the patient educator to measure patient engagement with online tools and track their involvement in discussion platforms, login frequency, and completion of web-based tasks (Sharma et al., 2024). Another evaluation approach measures the patient’s capacity to track and regulate blood sugar levels.

Patients are asked to record their blood sugar values and submit them. The improvement in these metrics, by comparing before and after sugar values after course implementation, demonstrates the effectiveness of the DSME as patients apply self-care practices (Sugandh et al., 2023). In addition, quizzes, group discussions, and surveys can be utilized to assess patients’ comprehension and encourage participation during education sessions. This will inform nurse educators about the gaps in patients’ knowledge, allowing them to design future sessions based on their literacy and comprehension (Jewell et al., 2023). 

The attainment of learning outcomes from DSME sessions can be assessed by undertaking an in-depth assessment of the continual evaluation of learner comprehension through conversations and reflection assignments following each session. Moreover, the instructor can conduct final examinations after the course to assess the effectiveness of self-care education in diabetes management (Powers et al., 2020). It can be performed by conducting an in-depth review or viva at an in-person session or via telehealth. The outcomes will show the Health literacy level attained through DSME. High patient scores demonstrate the achievement of learning outcomes of DSME (Sharma et al., 2024).

Summary

This assessment provides a comprehensive teaching plan for adult diabetic patients on DSME. The optimal learning environment for this population is blended learning. The teaching plan centers on the SCT learning theory, which encourages learning by modeling and observing behaviors. Furthermore, the assessment covered classroom management, learner motivation, and evidence-based strategies. They help to foster an inclusive and interactive atmosphere. In addition, teaching approaches, techniques, and educational outcomes are discussed.

Patients learn through interactive and hands-on activities. The plan also addressed potential impediments to learning sessions and discussed strategies to address linguistic, literacy, and cultural barriers. Cultural competence is emphasized as an essential factor for dealing with cultural issues in medical care and DSME courses. Nurse educators should adopt culturally sensitive approaches to incorporate healthcare concepts, respecting patients’ culture and principles. Lastly, assessment methodologies for evaluating learning outcomes in diabetes patients are discussed.

References

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Barbosa, H. C., de Queiroz Oliveira, J. A., da Costa, J. M., de Melo Santos, R. P., Miranda, L. G., de Carvalho Torres, H., & Martins, M. A. P. (2021). Empowerment-oriented strategies to identify behavior change in patients with chronic diseases: An integrative review of the literature. Patient Education and Counseling, 104(4), 689-702. https://doi.org/10.1016/j.pec.2021.01.011

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Bullock, S. L., Menendez, T., Schwarte, L., Craypo, L., Mosst, J. T., Green, G., & Kuo, T. (2023). Transitioning to telehealth during COVID-19: experiences and insights from diabetes prevention and management program providers in Los Angeles County. Diabetology, 4(1), 46-61. https://doi.org/10.3390/diabetology4010006

Davis, J., Fischl, A. H., Beck, J., Browning, L., Carter, A., Condon, J. E., & Villalobos, S. (2022). 2022 National standards for diabetes self-management education and support. The science of Diabetes Self-Management and Care, 48(1), 44-59. https://doi.org/10.1177/26350106211072203

Erbil, D. G. (2020). A review of flipped classroom and cooperative learning method within the context of Vygotsky theory. Frontiers in Psychology, 11, 539791. https://doi.org/10.3389/fpsyg.2020.01157

Fleming, G. A., Petrie, J. R., Bergenstal, R. M., Holl, R. W., Peters, A. L., & Heinemann, L. (2020). Diabetes digital app technology: benefits, challenges, and recommendations. A consensus report by the European Association for the Study of Diabetes (EASD) and the American Diabetes Association (ADA) diabetes technology working group. Diabetes Care, 43(1), 250-260. https://doi.org/10.1007/s00125-019-05034-1

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

Govindaraju, V. (2021). A review of social cognitive theory from the perspective of interpersonal communication. Multicultural Education, 7(12), 488-492. https://doi.org/10.5281/zenodo.5802235

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

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

Jahromi, M., Kaveh, M. H., Mohammadi, M., Dabbaghmanesh, M. H., Vitale, E., & Louis Iparraguirre, J. (2024). Promoting self-care behavior among older adults with type 2 diabetes by the combined mindfulness and self-regulatory intervention via social media: A three-arm cluster randomized controlled trial. Educational Gerontology, 50(4), 320-334. https://doi.org/10.1080/03601277.2023.2274748

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

Kaveh, M. H., Montazer, M., Karimi, M., & Hassanzadeh, J. (2022). Effects of a theory-based training program with follow-up home visits on self-management behavior, glycemic index, and quality of life among Iranian patients with type 2 diabetes mellitus. BioMed Central Public Health, 22(1), 1559. https://doi.org/10.1186/s12889-022-13959-3

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Khajuria, R., & Sarwar, A. (2022). Reinforcement learning in medical diagnosis: An overview. Recent Innovations in Computing: Proceedings of ICRIC 2021, 1, 179-188. https://doi.org/10.1007/978-981-16-8248-3_15

Kreider, K. E. (2023). Comparing satisfaction and outcomes in on-campus versus virtual education for nurse practitioner students. Journal of the American Association of Nurse Practitioners, 35(2), 135-141. https://doi.org/10.1097/JXX.0000000000000826

Law, M. Y. (2022). Review on theories for personal and social development in educational psychology. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(6), e001570-e001570. https://doi.org/10.47405/mjssh.v7i6.1570

Mühlbacher, A. C., Sadler, A., & Juhnke, C. (2021). Personalized diabetes management: What do patients with diabetes mellitus prefer? A discrete choice experiment. The European Journal of Health Economics, 22, 425-443. https://doi.org/10.1007/s10198-021-01264-6

Phillips, A. S., & Guarnaccia, C. A. (2020). Self-determination theory and motivational interviewing interventions for type 2 diabetes prevention and treatment: A systematic review. Journal of Health Psychology, 25(1), 135910531773760. https://doi.org/10.1177/1359105317737606

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

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

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

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

Segarra, J., Freire Argudo, U., Delgado López, D., & Ortiz Mejía, S. (2023). Impact of an educational intervention for healthy eating in older adults: A quasi-experimental study. International Journal of Environmental Research and Public Health, 20(19), 6820. https://doi.org/10.3390/ijerph20196820

Sharma, V., Feldman, M., & Sharma, R. (2024). Telehealth technologies in diabetes self-management and education. Journal of Diabetes Science and Technology, 18(1), 148-158. https://doi.org/10.1177/19322968221093078

Singh, H., Fulton IV, J., Mirzazada, S., Saragosa, M., Uleryk, E. M., & Nelson, M. L. (2023). Community-based culturally tailored education programs for black communities with cardiovascular disease, diabetes, hypertension, and stroke: Systematic review findings. Journal of Racial and Ethnic Health Disparities, 10(6), 2986-3006. https://doi.org/10.1007/s40615-022-01474-5

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

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

Sugandh, F. N. U., Chandio, M., Raveena, F. N. U., Kumar, L., Karishma, F. N. U., Khuwaja, S., & Kumar, S. (2023). Advances in the management of diabetes mellitus: A focus on personalized medicine. Cureus, 15(8). https://doi.org/10.7759%2Fcureus.43697