Instructions: Develop A Teaching Plan Based On An Assigned S ✓ Solved
Instructions: Develop A Teaching Plan Based On An Assigned Scenario Or
Develop a teaching plan based on an assigned scenario or case. Determine what elements you would include in your assessment of the learner. Identify anticipated or expected learner needs. Select and prioritize evidence-based teaching strategies that would best meet the needs of the learner. Describe the resources you would provide to enhance learning.
Explain methods that would be used to evaluate learning outcomes. Provide rationales for elements of your teaching plan supported by references from the required course reading assignments. Use the teaching plan format assigned. The competencies contained in the Teaching Plan Rubric will be assessed through this assignment.
Teaching plan paper format: Total 4-6 pages
1. Title Page (APA format)
2. SBAR report on the patient (Brief and concise)
3. Begin the actual paper to include all parts on the rubric, including a conclusion (APA format)
4. Reference page (APA format); minimal 2-3 references including a professional organization for the illness/condition.
Sample Paper For Above instruction
Title Page
[Your Name]
[Course Title]
[Instructor’s Name]
[Date]
SBAR Report on the Patient
S: Patient is a 45-year-old female diagnosed with type 2 Diabetes Mellitus, presenting with poorly controlled blood glucose levels and signs of peripheral neuropathy. She reports frequent episodes of hyperglycemia, fatigue, and numbness in her extremities.
B: The patient has a history of inconsistent medication adherence, unhealthy dietary habits, and sedentary lifestyle. No known allergies. Blood pressure is 130/85 mmHg. Lab results indicate fasting glucose levels averaging 180 mg/dL.
A: The patient requires education on diabetes management, medication adherence, lifestyle modifications, and symptom recognition. The goal is to improve glycemic control and prevent complications.
R: A comprehensive teaching plan will be developed to address these needs, incorporating evidence-based strategies, patient resources, and evaluation methods.
Introduction
Effective diabetes management requires not only pharmacologic treatment but also patient education to foster self-care behaviors. This teaching plan aims to enhance the patient's understanding of her condition, improve adherence to treatment, and promote lifestyle modifications that support glycemic control. Grounded in evidence-based practices, the plan tailors strategies to meet her specific needs and preferences, thus optimizing health outcomes.
Assessment of the Learner
Assessing the learner's baseline knowledge, readiness to learn, cultural considerations, health literacy, and motivation are essential components of this plan. For this patient, assessment revealed limited understanding of diabetes management and inconsistent adherence to medications. Her health literacy level suggests the need for simple, clear educational materials and reinforcement through teach-back methods. Cultural dietary preferences were also considered to ensure recommendations are realistic and sustainable.
Identification of Learner Needs
The primary needs include understanding diabetes pathophysiology, recognizing hyperglycemia symptoms, medication usage, dietary modifications, and importance of physical activity. Anticipated challenges involve managing complex medication schedules and overcoming lifestyle barriers such as limited access to healthy foods. Addressing emotional and psychological factors, such as fear of complications, is also vital.
Evidence-Based Teaching Strategies
Effective strategies include using visual aids, interactive discussions, hands-on demonstrations (e.g., blood glucose monitoring), and teach-back methods to confirm understanding. Incorporating motivational interviewing can enhance engagement and facilitate behavior change (Cummings & Detweiler, 2016). Tailoring education sessions to the patient's literacy level improves retention and application of knowledge (Schillinger et al., 2002).
Resources to Enhance Learning
Resources include culturally appropriate educational brochures, diabetes management apps, community support groups, and referrals to dietitians and educators. Providing access to reliable online resources and local classes can promote ongoing learning and support.
Methods to Evaluate Learning Outcomes
Evaluation methods comprise pre- and post-tests on diabetes knowledge, observation of blood glucose monitoring technique, assessment of medication adherence, and patient self-reporting. Follow-up appointments will include discussions to reinforce learning and address challenges. Success is measured by improved blood glucose levels, medication compliance, and patient confidence in self-management (Funnell et al., 2008).
Conclusion
This comprehensive teaching plan, grounded in evidence-based strategies and tailored to the patient's needs, aims to empower her to effectively manage diabetes. Continuous evaluation and adjustment of the plan ensure it remains responsive to her evolving needs and promotes sustained health improvement.
References
- Cummings, J., & Detweiler, J. (2016). Motivational interviewing in diabetes care: A review of the evidence. Diabetic Medicine, 33(8), 1273-1279.
- Funnell, M. M., et al. (2008). Patient empowerment in diabetes: The case for a paradigm shift. Diabetes Educator, 34(6), 1072-1082.
- Schillinger, D., et al. (2002). Closing the loop: physician communication with diabetic patients who have low health literacy. Archives of Internal Medicine, 162(8), 874-880.
- American Diabetes Association. (2023). Standards of Medical Care in Diabetes—2023. Diabetes Care, 46(Supplement 1), S1–S196.
- National Institute of Diabetes and Digestive and Kidney Diseases. (2022). Managing Diabetes: The Basics. NIH Publication No. 22-3773.
- Chen, Y., et al. (2017). Culturally tailored diabetes education: Impact on health outcomes. Journal of Clinical Nursing, 26(1-2), 23-29.
- Hu, M., et al. (2020). Diabetes self-management education and support: Meta-analysis of randomized controlled trials. Journal of Diabetes Research, 2020, 1-12.
- Bailey, T. S., et al. (2013). Diabetes self-management education and support. Diabetes Management, 3(2), 193–200.
- Fitzgerald, J. T., et al. (2019). Implementing an evidence-based diabetes self-management education program. Journal of the American Board of Family Medicine, 32(6), 870-878.
- Semansrik, Y., et al. (2018). Strategies for Improving Diabetes Self-care. International Journal of Behavioral Medicine, 25(4), 471-481.