Module 2: Teaching and Learning in an Academic Environment, Professional Development – Teaching Plan for Type 2 Diabetes Mellitus (T2DM)

Teaching Plan for Type 2 Diabetes Mellitus (T2DM) – Develop a teaching plan for a patient-care problem. The plan should be based on a health behavior framework (model or theory) that promotes changes in behavior through educational intervention strategies…

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Module 2: Teaching and Learning in an Academic Environment, Professional Development – Teaching Plan for Type 2 Diabetes Mellitus (T2DM)

Paper details

Review this information: http://lippincottsolutions.lww.com/blog.entry.html/2015/03/04/10_patient_teaching-Hs1L.html

Develop a teaching plan for a patient-care problem. The plan should be based on a health behavior framework (model or theory) that promotes changes in behavior through educational intervention strategies. Provide a rationale for the selected framework and a explanation of your audience and any special considerations for that population. Make certain to describe learning outcomes, time frame, as well as teaching and evaluation methods in the explanation of your teaching plan. Submit a 1000-1200 word APA essay using a minimum of 3 scholarly sources.

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Solution

Introduction

Healthcare experts acknowledge that diabetes self –management (DSM) should be at the core of general diabetes care. According to Araujo-Soares et al. (2019) opine that DSM comprises individual behavior change specifically revolving around dietary patterns as well as physical activity when the patient is living with Type 2 Diabetes Mellitus (T2DM).

Consequently, this essay purposes to develop a teaching plan (TP) with T2DM as the selected patient care problem. The TP relies on capability, opportunity, motivation, and behavior (COM-B) framework which is heavily informed by behavioral change theories of planned behavior theory (PBT) and the self- determination theory (SDT).

According to Hood et al. (2018), PBT is significant in improving T2DM patient outcomes because the magnitude to which an individual perceives their ability to control those factors that either facilitate or hinder the conduct of behavior determines not just their actual behavior but also their planned intentions.

Likewise, SDT works on the rationale that people believe they have the capacity and opportunity as well as the motivation to behave in ways that are healthy and effective. The COM-B framework, therefore, underscores the fact that T2DM patients’ autonomy, competence how they relate to one another in their social setting is bound to impact their creativity, persistence, and performance on the management of this chronic condition.

Explanation of the TP Audience

The audience to this TP includes patients diagnosed as people with Diabetes and includes those flagged off as pre-diabetics and their families. The targeted individual should be above 21 years, both males and females. Patient AB personifies the audience is a 36-year-old African American male diagnosed with T2DM recently. He is a single parent (following the death of his wife of 12 years) to a young girl Angel who at 11 years identified as pre-diabetic. 

Patient AB teaching plan seeks to educate him on the likely effects of T2DM. This nursing professional anticipates that AB, the group of T2DM patients, will be empowered with this disease’s knowledge so that he can change to a T2DM friendly diet and physical as well as mental exercises so that this family reduces the need to be dependent on insulin injections in managing their conditions. The planned lesson targets to last 80 min (1 hr. 20 min) and the venue the local community hall.

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Objectives of the Teaching plan

By the of the lesson, the patients should l be able to;

• Name and describe the specific types of T2DM medication they have been prescribed, method of administration, and how they intend to fit the dosage into their lifestyles
• Distinguish between Type 1 and Type 2 Diabetes using signs and symptoms.
• Conduct appropriate self- monitoring of blood glucose using a glucometer and proper administration of insulin injection for those already using it.
• Explain why diet changes are paramount for those living with Diabetes and outline the benefits of regular exercise. They should also f how they will incorporate these behavior modifications into their current lifestyles.

Teaching resources: Marker pen, white board, charts, brochures, glucometer, posters on DM2 risk factors, complications, prevention strategies etc.

(Teaching plan available on request)

Evaluation:

• Questions like what is Diabetes Mellitus within the context of pathophysiology, types, clinical manifestations and diagnostic tests through structured questions
• Participants also demonstrate correct of blood glucose self-monitoring device.
• Administer the insulin injection.
• Ask patient to solve hypothetical T2DM scenarios.
• Patients to Sort out T2DM –recommended /friendly and unhealthy foods. Perform some of the physical exercises.

Conclusion

Through use of COM-B framework, the TP has established the T2DM patients have a motivation to prevent chronic effects of T2DM. Patient education onT2DM recommended diets and physical exercises are the leading non pharmacological interventions that effectively manage this chronic disease and avoid complications from T2DM.

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References

• Araújo-Soares, V., Hankonen, N., Presseau, J., Rodrigues, A., & Sniehotta, F. F. (2019). Developing behavior change interventions for self-management in chronic illness: An integrative overview. European Psychologist, 24(1), 7.
• Hood, K. K., Hilliard, M., Piatt, G., & Ievers-Landis, C. E. (2015). Effective strategies for encouraging behavior change in people with diabetes. Diabetes management (London, England), 5(6), 499.
• Kourakos, M. (2017). Enhancing self-management in Diabetes: the value of Therapeutic Education.

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