NURS FPX 6105 Assessment 3 Teaching Strategies

Name

Capella university

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Teaching Strategies

Teaching strategies are crucial to delivering quality education and promoting effective learning. Moreover, the potential barriers encountered throughout course learning must be deeply understood and managed to promote quality learning (Regmi & Jones, 2020). Therefore, this assessment, built on diabetes self-management education for diabetics, highlights these parameters and discusses evidence-based strategies that minimize barriers and promote effective learning.

Learning Outcomes for the Course

Diabetes Self-Management Education (DSME) aims to achieve three primary learning outcomes for the subject audience of elderly people with diabetes. These learning outcomes are not only theoretical but also substantiated by evidence-based studies. These learning outcomes are as follows:

• Diabetics will learn about the physiology of diabetes, including the role of insulin, glucose metabolism, HbA1c levels, their importance in monitoring, and factors influencing blood glucose levels. The course content to achieve this learning outcome will comprise the anatomy and physiology of the pancreas, insulin production, and the body’s utilization of glucose. Moreover, it will address the differences between type 1 and type 2 diabetes and their pathophysiology. Through this course content, patients with diabetes can learn about their health conditions (Świątoniowska et al., 2019).  
• The diabetics will be proficient in using self-monitoring tools, interpreting results, and identifying patterns to make informed decisions about their diabetes management. The course will deliver educational content on monitoring tools such as glucometers, continuous glucose monitoring, and lab testing (Fabris & Kovatchev, 2019). Moreover, they will be guided on proper testing techniques and interpreting results in the course. Additionally, the course will cover the importance of tracking food intake, medication adherence, and physical activity (Korytkowski et al., 2020).

NURS FPX 6105 Assessment 3 Teaching Strategies

•  The last learning outcome for diabetics will be developing personalized diabetes management plans. They can create and implement personalized diabetes management plans with the help of interdisciplinary team members (Williams et al., 2022). They can integrate dietary choices, physical activity, stress management, and medication adherence. For this purpose, the module will guide learners in developing individualized plans by considering their lifestyles, preferences, and health goals (Williams et al., 2022). It will cover meal planning, exercise routines, medication schedules, and stress reduction techniques. Moreover, the emphasis on consulting healthcare professionals for personalized advice will be intricately placed (Williams et al., 2022). 

The assumptions on which these objectives are created include that the audience is eager to learn about their condition. Moreover, the course content is designed to cover all aspects of diabetes care concisely and effectively to ease the learning and practicality of the educational course (Adu et al., 2019).

Appropriate Teaching Strategies

Multiple teaching strategies can be employed to achieve the learning outcomes for diabetics during DSME effectively. The particular three teaching strategies for the audience of this course are as follows:

• Conducting interactive workshops and group discussions for elderly diabetics can foster community and mutual support. In these workshops, the course content will be discussed to create an interactive session on diabetes management. The workshop will cover self-monitoring, meal planning, and exercise, allowing participants to share their successful strategies to manage their high blood glucose levels (Bissett et al., 2020). Through group discussions, diabetics can obtain emotional support and motivation, which are vital for sustained behavior change and improving their diabetes outcomes. Moreover, these group discussions will allow the audience to learn from each other’s experiences and gain practical insights into managing diabetes in real-life circumstances (Christensen et al., 2020). 

NURS FPX 6105 Assessment 3 Teaching Strategies

• The audience can be well-educated if they learn better through hands-on experience and incorporate practical demonstration and skill-building. These sessions will focus on using glucose monitoring devices, preparing balanced meals, and integrating physical activities into daily routines (Johnsen et al., 2021). Through a hands-on teaching strategy, diabetics will acquire enhanced confidence in self-management techniques regularly. Moreover, the practical sessions enhance skills acquisition, such as the proper use of monitoring tools, ultimately leading to better self-efficacy (Knezevich et al., 2022).
• Conducting one-on-one consultations with healthcare professionals to facilitate tailored and customized coaching for diabetics about their conditions, specific needs, and preferences of elderly diabetics (Zheng et al., 2019). Through these individualized sessions, each patient’s unique challenges and circumstances are well-recognized, allowing educators to guide patients according to their health needs. Moreover, setting individual goals can enhance motivation and accountability, leading to better adherence to self-management plans (Lee et al., 2019).

NURS FPX 6105 Assessment 3 Teaching Strategies

The most appropriate teaching strategy can be a blend of workshops, hands-on skill-building sessions, and individualized coaching. Through this approach, diabetics can learn about diverse learning styles and improve their knowledge and practical skills in managing diabetes. The uncertainty and knowledge gaps raised due to this evaluation include factors like health literacy and cultural diversity that impact the audience’s response to these teaching strategies. Moreover, further research is required to investigate the long-term impact of these teaching strategies on sustained behavior change and diabetes management outcomes in the elderly population of diabetes (Jonker et al., 2020). Lastly, the presence of digital health technology to explore diabetes self-management education is an area of uncertainty for this educational course.

Strategies for Managing Potential Barriers 

During DSME, the patient educators can encounter several potential barriers. These barriers can be cognitive barriers where elderly patients experience cognitive challenges due to difficulty processing information, memory loss, and reduced attention span (Sinclair & Abdelhafiz, 2020). Moreover, patients can have varied health literacy and language barriers, hindering understanding of complex medical terms and instructions during the sessions. Furthermore, the participants can have technological challenges while using digital tools for self-management (Toschi & Munshi, 2020). Addressing these barriers is paramount to ensure effective learning outcomes are procured. For this purpose, evidence-based strategies must be sought to tackle these barriers.

Strategies and Assumptions

Integrating interactive and multisensory learning approaches using visuals, hands-on activities, and discussions can improve learning outcomes and address cognitive challenges. Through multiple learning approaches, elderly diabetics can efficiently understand educational content and learning outcomes can be achieved (Adu et al., 2019). Additionally, health literacy-focused communication is necessary to address concerns related to linguistic and limited health literacy levels. This approach will enhance patient understanding and adherence to self-management strategies (Kim et al., 2019). Furthermore, individual learning needs can be recognized and addressed to evaluate further vital issues, such as technological issues, and address them accordingly by guiding using elder-friendly diabetes management apps (Powers et al., 2020). 

These strategies are selected due to several assumptions, including that learners in the course have diverse needs and that a one-size-fits-all approach cannot be practical. It is assumed that simple language is foundational to learning. Coupled with visual aids and interactive activities, the audience can grasp the concepts better. Lastly, facing technological challenges requires hands-on training and peer support to mitigate this barrier (Powers et al., 2020).

Strategies Overcome Learning Barriers in Anticipated Audience

The chosen strategies can overcome the learning barriers, as evidenced by research. Interactive and multisensory learning approaches are designed to address the cognitive barriers among audiences by engaging multiple senses.

This will facilitate better comprehension and enhance memory retention (Adu et al., 2019). The evidence-based peer-reviewed article also supports including a multisensory approach, such as adding visual aids and other interactive activities to enhance cognitive function and mitigate age-related declines among diabetics. Moreover, the interactive workshops and hands-on activities can cater to diverse learning styles, providing a supportive environment for elderly diabetics to acquire and retain information (Adu et al., 2019).

NURS FPX 6105 Assessment 3 Teaching Strategies

The health literacy-focused communication strategy aims to overcome diversified health literacy and language barriers through clear and straightforward communication. The literature also emphasizes the significance of health-literacy-focused communication among diabetics. The evidence highlights that health-literacy-focused communication involves tailoring information to diabetics’ level of understanding, using simple and plain language to educate them on self-management approaches and confirm comprehension (Kim et al., 2019).

The last strategy on personalized learning plans is to overcome individual barriers such as technological barriers, health literacy levels, and cognitive abilities. The idea emphasizes that tailoring learning plans for diabetics on self-management to individual needs can help overcome barriers pertinent to diverse audience factors. Individualized coaching with customized interventions such as medication adherence education, glucose monitoring education, and lifestyle modification support can be better provided according to the patient’s needs and preferences. This will improve learning outcomes and better self-efficacy practices (Powers et al., 2020).

Strategies to Maintain Diverse Learners’ Motivation

 The aforementioned selected strategies not only overcome the learning barriers encountered during course education but also sustain motivation among diabetics to promote consistency in managing diabetes. Interactive and multisensory learning motivates diabetics to sustain their self-management behaviors by fostering engagement and active participation. The interactive learning activities stimulate interest and curiosity, leading to enhanced motivation. Moreover, these activities and multisensory approaches promote positive emotional responses connected to sustained motivation. These activities and visual aids also help diabetics with diverse cultural backgrounds to understand self-management techniques effectively. (Adu et al., 2019). 

Similarly, health literacy-focused communication is crucial for maintaining motivation among diabetes patients, reducing frustration, and ensuring a sense of accomplishment. Motivation is often tied to the perceived attainability of goals, and understandable communication supports this perception. When diabetics with diverse cultures are equipped with adequate knowledge of diabetes and its self-management in a culturally competent way, they are more likely to feel confident in their abilities to self-manage their condition. This increases motivation to manage diabetes through self-management strategies (Kim et al., 2019).

Lastly, personalized plans on self-management education for diabetics can also spur motivation by recognizing individual patient’s needs, preferences, and health goals. The patient’s autonomy and individualization contribute to sustained motivation. Moreover, by tailoring educational experiences to individual needs, diabetics will feel a sense of control and ownership, empowering and fostering intrinsic motivation (Powers et al., 2020).

Conclusion

This assessment delves into more profound concepts of teaching strategies for older diabetes patients with a significant focus on self-management of their condition. Different teaching strategies have been found which may face potential challenges and barriers. The selected strategies will be able to address learning barriers and promote motivation among the audience.

References

Adu, M. D., Malabu, U. H., Malau-Aduli, A. E. O., & Malau-Aduli, B. S. (2019). Enablers and barriers to effective diabetes self-management: A multi-national investigation. PLOS ONE, 14(6), e0217771. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6550406/ 

Bissett, S. M., Preshaw, P. M., Presseau, J., & Rapley, T. (2020). A qualitative study exploring strategies to improve the inter-professional management of diabetes and periodontitis. Primary Care Diabetes, 14(2), 126–132. https://doi.org/10.1016/j.pcd.2019.11.010 

Christensen, N. I., Drejer, S., Burns, K., Lundstrøm, S. L., & Hempler, N. F. (2020). A qualitative exploration of facilitators and barriers for diabetes self-management behaviors among persons with type 2 diabetes from a socially disadvantaged area. Patient Preference and Adherence, 14, 569–580. https://doi.org/10.2147/ppa.s237631 

Fabris, C., & Kovatchev, B. (2019). Glucose monitoring devices: Measuring blood glucose to manage and control diabetes. Academic Press. 

NURS FPX 6105 Assessment 3 Teaching Strategies

Johnsen, H. M., Briseid, H. S., Brodtkorb, K., Slettebø, Å., & Fossum, M. (2021). Nursing students’ perceptions of combining hands-on simulation with simulated patients and a serious game in preparing for clinical placement in home healthcare: A qualitative study. Nurse Education Today, 97, 104675. https://doi.org/10.1016/j.nedt.2020.104675 

Jonker, L., Fisher, S. J., Westgate, R., & Overend, L. (2020). Evaluation of progression to diabetes in high-risk patients eligible to attend the “walking away from diabetes” educational intervention: A retrospective cohort study. British Journal of Diabetes, 20(1), 15–18. https://doi.org/10.15277/bjd.2020.238 

Kim, S., Song, Y., Park, J., & Utz, S. (2019). 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 

Knezevich, E., Fuji, K. T., Larson, K., & Muniz, G. (2022). A cross-sectional survey study examining the provision of continuous glucose monitoring education in U.S. doctor of pharmacy programs. Pharmacy, 10(6), 174. https://doi.org/10.3390/pharmacy10060174 

Korytkowski, M., Antinori-Lent, K., Drincic, A., Hirsch, I. B., McDonnell, M. E., Rushakoff, R., & Muniyappa, R. (2020). A pragmatic approach to inpatient diabetes management during the COVID-19 pandemic. The Journal of Clinical Endocrinology & Metabolism, 105(9). https://doi.org/10.1210/clinem/dgaa342 

Lee, S.-K., Shin, D.-H., Kim, Y.-H., & Lee, K.-S. (2019). Effect of diabetes education through pattern management on self-care and self-efficacy in patients with type 2 diabetes. International Journal of Environmental Research and Public Health, 16(18), 3323. https://doi.org/10.3390/ijerph16183323 

NURS FPX 6105 Assessment 3 Teaching Strategies

Powers, M. A., Bardsley, J. K., Cypress, M., Funnell, M. M., Harms, D., Hess-Fischl, A., Hooks, B., Isaacs, D., Mandel, E. D., Maryniuk, M. D., Norton, A., Rinker, J., Siminerio, L. M., & 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). https://doi.org/10.1016/j.japh.2020.04.018

Regmi, K., & Jones, L. (2020). A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education. BMC Medical Education, 20(1), 1–18. https://doi.org/10.1186/s12909-020-02007-6  

Sinclair, A., & Abdelhafiz, A. (2020). Cognitive dysfunction in older adults with type 2 diabetes. Clinics in Geriatric Medicine, 36(3). https://doi.org/10.1016/j.cger.2020.04.002 

Świątoniowska, N., Sarzyńska, K., Szymańska-Chabowska, A., & Jankowska-Polańska, B. (2019). The role of education in type 2 diabetes treatment. Diabetes Research and Clinical Practice, 151(151), 237–246. https://doi.org/10.1016/j.diabres.2019.04.004 

NURS FPX 6105 Assessment 3 Teaching Strategies

Toschi, E., & Munshi, M. N. (2020). Benefits and challenges of diabetes technology use in older adults. Endocrinology and Metabolism Clinics of North America, 49(1), 57–67. https://doi.org/10.1016/j.ecl.2019.10.001 

Williams, D. M., Jones, H., & Stephens, J. W. (2022). Personalized type 2 diabetes management: An update on recent advances and recommendations. Diabetes, Metabolic Syndrome and Obesity: Targets and Therapy, 15(1), 281–295. https://doi.org/10.2147/dmso.s331654 

Zheng, F., Liu, S., Liu, Y., & Deng, L. (2019). Effects of an outpatient diabetes self-management education on patients with type 2 diabetes in China: A randomized controlled trial. Journal of Diabetes Research, 2019, 1–7. https://doi.org/10.1155/2019/1073131