Course Project Overview: Developing An Instructional Unit

Course Project Overviewdeveloping An Instructional Unitthis Project Wi

This project will help you focus on the important concepts presented throughout the course. For this project, you will be expected to develop three lesson plans as part of an instructional unit on a subject of your choice focusing on one disease. The project will contain one lesson plan focused on education of a patient, one on family education, and one on staff development. The plans should demonstrate a logical approach to teaching, communicate what is to be taught and how, and outline how objectives are to be evaluated. At a minimum, each final lesson must contain the following components:

Introduction

Provide the title of the lesson. Identify and describe the learners. Include learner assessment parameters such as educational level, developmental stage, and readiness to learn. Describe the educational setting, whether it is staff development, patient education, or family education. Clearly state the purpose and rationale for the lesson(s). Describe the philosophical or theoretical basis for the teaching approaches used in the lesson.

Statement of Goals and Objectives

Write broad instructional goals for the educational experience. Develop behavioral objectives based on Bloom's taxonomy.

Instructional Methods and Evaluation of Learning

For each objective, describe the lesson content, provide a sequence of teaching activities, and specify instructional strategies. Include the time allotted for each activity, describe the instructional resources such as materials and tools, and outline how learning will be evaluated.

Additional Instructions

In Week 2, you will begin by identifying your topic and learners, and describing your educational setting. You will continue developing your project and submit the final instructional unit, including all three lesson plans, in Week 4.

For Part 1 of the Course Project, develop a 5-6 page APA formatted introduction in a Word document. The introduction should focus on one disease, addressing three audiences: patients, families, and staff development. It should include:

• The title of the lesson,
• Identification and description of learners, including educational level, developmental stage, and readiness to learn,
• Description of the educational setting (staff development, patient education, family education),
• Learner assessments based on these parameters,
• The purpose and rationale for selecting the disease/topic,
• The philosophical or theoretical basis for the teaching approaches used, supported by relevant examples and journal articles.

Finally, include a references page citing all sources in APA format.

Paper For Above instruction

The increasing prevalence of diabetes mellitus as a chronic disease has prompted significant efforts to educate patients, families, and healthcare staff about effective management strategies. Developing a comprehensive instructional unit on diabetes provides an opportunity to improve health outcomes by promoting understanding, self-care practices, and supportive staff interventions. This paper presents an introductory overview of such a unit, emphasizing tailored education for diverse audiences—patients, families, and healthcare professionals. It discusses learner characteristics, educational settings, and the underlying educational theories guiding this instructional approach.

The selected disease, diabetes mellitus, represents a global health concern affecting millions worldwide. Its management requires a multidisciplinary approach involving self-care, medication adherence, lifestyle modifications, and family support. Consequently, an educational plan tailored to these different groups must consider their distinct needs, learning levels, and readiness, ensuring effective knowledge transfer and behavioral change. For patients, education focuses on understanding the disease process and self-management skills. For families, the focus shifts to supporting the patient through knowledge about daily routines and recognizing complications. Healthcare staff education centers on current best practices, motivational interviewing, and patient-centered communication strategies.

The educational setting varies for each audience. Patient education is often delivered in outpatient clinics, hospitals, or community health programs, with a focus on individual needs and health literacy levels. Family education may occur in home visits, clinics, or support groups, emphasizing emotional support and caregiving skills. Staff development activities are typically structured as in-service training, workshops, or continuing education modules, aimed at updating healthcare professionals on evolving clinical guidelines and patient education strategies. The diverse settings require adaptable teaching methods, including lectures, demonstrations, simulations, and interactive discussions, supported by visual aids and printed materials.

Learner assessment plays a crucial role in tailoring instruction. For patients, evaluating educational level and readiness to learn involves health literacy assessments and motivational readiness scales. For family members, understanding caregiving competence and emotional preparedness are assessed through interviews and questionnaires. For healthcare staff, assessments focus on knowledge gaps and skill proficiency via pre- and post-tests, simulation performance, and feedback sessions. Such assessments help determine appropriate content complexity and instructional strategies, ensuring that each audience's unique needs are met effectively.

The rationale for choosing diabetes mellitus as the focal disease lies in its significant impact on global health and the necessity for comprehensive education to mitigate complications. Educational interventions rooted in adult learning theories, particularly Knowles’ Andragogy, emphasize self-directed learning, relevance, and experiential learning—especially pertinent for adult patients managing chronic conditions (Knowles, Holton, & Swanson, 2015). For healthcare providers, experiential learning, case studies, and reflective practice align with Kolb’s Learning Cycle, facilitating the integration of new evidence-based practices (Kolb, 2015). These theoretical bases guide the development of engaging, relevant, and effective teaching strategies tailored to each audience’s characteristics.

References

• Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
• Kolb, A. Y., & Kolb, D. A. (2015). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 14(2), 193-212.
• American Diabetes Association. (2023). Standards of medical care in diabetes—2023. Diabetes Care, 46(Supplement 1), S1–S144.
• Bastable, S. B. (2017). Nurse as educator: Principles of teaching and learning (5th ed.). Jones & Bartlett Learning.
• Hale, L., & McClanahan, B. (2020). Patient education strategies for chronic disease management. Journal of Nursing Education, 59(4), 198-204.
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
• Jarvis, P. (2018). Adult learning in the health professions (2nd ed.). Elsevier.
• Street, R. L., Gordon, H. S., & Ward, P. (2017). Physician communication and patient adherence to treatment: What we know and what we need to learn. Patient Education and Counseling, 101(3), 442-448.
• Lima, R. M. F., & Azevedo, L. G. (2019). Theoretical frameworks in health education and health promotion. Journal of Health Education, 40(2), 85-94.
• Brady, M., & Smith, S. (2019). Developing effective family-centered education programs for chronic illness. Family Practice, 36(5), 543-548.