Diabetes Management Education for a Hispanic Female Patient - Term Paper Example

? Diabetes Management Education for a Hispanic Female Patient Table of Contents PART ONE 3 A. Learning Needs Identification 3 B. Needs Identification- Assessment Information Employed 4 C. Learning Needs Assessment 4 D. Nursing Diagnosis 5 E. Evaluation Tool for Measuring Learning, Progress Against Goal 5 PART TWO 6 A. Goal 6 B. Learning Domain Description 6 C. Teaching Techniques Description, Rationale 7 D. Environment, Time Frame, Budget, Rationale for Choices 7 E. Plan Implementation- List of Interventions, Rationale 7 F. Principles of Adult Learning- Description, How Used in Planning and Implementation 7 PART THREE 8 A. Evaluation Tool- Collected Data 8 B. On Whether the Goal Was Achieved or Not, and Why 8 C. How Nurse and Client Will Know Whether Learning Occurred or Not 8 D. Encountered Barriers 9 E. On Whether Methods Choice Address Learning Need 9 F. What Went Well, What to Do Differently Next Time 9 References 10 PART ONE A. Learning Needs Identification The patient is a Hispanic female with diabetes. Given the nature of the disease, a large part of any intervention protocol needs the knowledge and active participation of the patent in order to succeed. Nutrition and the management of the patient pharmacology ate important aspects of that protocol, and form part of the learning needs. There is a good rationale for this one-on-one learning intervention in the literature, given the findings on the ability of conventional individual education or IE to improve patient outcomes for those with diabetes. At the same time, findings on the non-sustainability of those outcomes indicate that there is a need for continuous education, follow-up and monitoring (Sperl-Hillen et al., 2013, p. 104). There is also an identified need for health education among the Hispanic populations in the United States due to the growing prevalence of the disease among this group, in greater numbers than in the rest of the population and greater than the national average, indicating the need for educational intervention (Chukwueke and Cordero-MacIntyre, 2010). Meanwhile the value of culture-specific education on a sustained short-term basis in improving health outcomes among Hispanics with diabetics has also been proven in the literature, indicating that there is hope in a learning program such as this one (Ojo et al., 2010). The perspective on a teaching protocol or intervention that is sensitive to the unique cultural perspectives of Hispanics is also presented in the literature as being of great value in treating Hispanics with diabetes and in radically increasing the effectiveness of such teaching interventions and protocols (Cutillli, 2006). In this latter regard a study on the use of a culturally relevant presentation form, a fotonovela, in the relaying and effective education of diabetes care and management among Hispanics with diabetes has indeed proven the value of culturally sensitive educational interventions for managing the disease (Unger et al. 2009, pp. 145-147). B. Needs Identification- Assessment Information Employed The diabetes knowledge scale employed in Unger et al. (2009) is used for this program for educating the Hispanic female patient on self-care and management of diabetes. This is appropriate given that even for high school students, the knowledge scale was effective in assessment. As an aside the intentions on behavior consisting of four key questions on behavior are also kept as potential assessment questions for intent in behavior (Unger et al., 2009, pp. 146-147). C. Learning Needs Assessment There is an assessed readiness on the part of the patient to learn and to improve with regard to being able to treat the disease and keep the consequences under check. The motivation level is high, and given this there is hope that the health outcomes for the patient will be better than in the studies over time. Moreover, with the positive attitude established, there is hope that the educational interventions will yield the effective transfer of knowledge to the patient, resulting in the increase in the long-term prospects for sustained improvements in health outcomes. Moreover, given the written and verbal Spanish language skills of the patients, there is also a readiness level that has been achieved with regard to being able to cope with the educational interventions programmed. The educational interventions also take into consideration the fact that the patient is a visual learner, indicating the appropriateness of the fotonovela as the tool for educating the patient on the process and management of diabetes (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010). D. Nursing Diagnosis The primary deficit is in terms of the knowledge of the patient on the diabetes disease process, as well as in terms of the management of the disease over the long term (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010). E. Evaluation Tool for Measuring Learning, Progress Against Goal The following are the five questions for evaluating the learnings and the patient's progress against goals: 1. How has the program aided the patient in being able to manage the disease on her own? 2. Is the patient less or more confident in dealing with and managing her diabetes as a result of the educational intervention? 3. Has the patient become more knowledgeable about the disease process and how to align the management of the disease from the perspective of the disease process? 4. Is the patient undertaking the management protocols to manage the disease, and are they being properly undertaken? 5. Do objective measures of weight, vitals, and glucose levels among others indicate improvement in the overall health of the patient? (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010) PART TWO A. Goal The goal is to equip the patient with the knowledge and the useful skills to manage her diabetes on her own and with the help of care professionals looking after her case, as well as to educate the patient on the disease process with an eye to further equipping the patient with the insights to help her improve her health and the complications from the disease in the long term (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010). In the concrete, the patient will demonstrate that she is able to successfully use the glycometer by the time the second session has ended (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010) B. Learning Domain Description The cognitive domain is visual for the intervention, and is aligned with the learning style of the patient, who is an identified visual learner. The fotonovela is appropriate and aligned to the patient's learning style (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010) C. Teaching Techniques Description, Rationale The key interventions are the fotonovela and the PowerPoint presentation. The idea is that the use of a visually-oriented educational tool and one that has a large traction and following among Hispanics can do wonders for educating the patient on the management of the disease. The fotonovela is a cultural mainstay in the Hispanic population too, further lowering the barriers for successful education and disease management (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010). D. Environment, Time Frame, Budget, Rationale for Choices The environment is the HCMC endocrinology clinic, and the educational intervention will consist of two learning sessions (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010). E. Plan Implementation- List of Interventions, Rationale The fotonovela, which is the story of family that dramatically deals with diabetes, is the key material and intervention for reasons that have already been discussed above and in the literature (Unger et al., 2009). F. Principles of Adult Learning- Description, How Used in Planning and Implementation The following adult learning principles were implicitly employed throughout the whole intervention: learning by doing; respect for the decision-making abilities of the learner/patient; content relevance and appropriateness to the patient; accountability that goes both ways. These adult learning principles are imbued into the materials and the delivery of the sessions for maximum learning and for the attainment of the intervention goals centering on improved patient health in the long term (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010). PART THREE A. Evaluation Tool- Collected Data The evaluation tool provided an opportunity to step back and cull insights and learnings into the whole process. At the same time, they have concrete metrics and prompts on the subject matter itself and how the subject matter has been imbibed and taken to heart. The data is useful as feedback for measuring progress against the intervention goals (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010) B. On Whether the Goal Was Achieved or Not, and Why The goal was achieved, and the proof is the successful use of the glycometer, indicating technical skill, and improved levels of confidence and knowledge as indicated in the responses to the questionnaire (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010) C. How Nurse and Client Will Know Whether Learning Occurred or Not The assessment of technical skill in the use of the glycometer is objective and can be objectively determined. The learnings on the disease process and management can be determined from the objective assessment responses to the questionnaire (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010) D. Encountered Barriers Even with the use of the fotonovela there are learning curve barriers that needed to be overcome. The technical matters relating to the use of the glycometer also needed some time to be understood (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010) E. On Whether Methods Choice Address Learning Need There is an alignment between the use of the fotonovela and the visual learning style and the cultural-social background of the patient. The learnings are also appropriate for what the patient needed to know about her condition and how to manage it (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010) F. What Went Well, What to Do Differently Next Time The insights from the literature allowed for the careful planning of the content and form of delivery of the lessons, and so those aspects went well. Next time, those will be used again, with an added emphasis on the nutrition aspects of the management of the disease (Unger et al., 2009; Cutilli, 2006; Sperl-Hillen et al., 2013; Chukwueke and Cordero-MacIntyre, 2010; Ojo et al., 2010). References Cutilli, C. (2010). Do Your Patients Understand? Providing Culturally Congruent Patient Education. Orthopaedic Nursing 25(5).. Chukwueke, I, and Cordero-McIntyre, Z. (2010). Overview of Type 2 Diabetes in Hispanic Americans. Journal of Body Composition Research 8. Ojo, E (2010). Effect of the EnBalance, a culturally and language-sensitive diabetes education program, on dietary changes and plasma lipid profile in Hispanic diabetics. International Journal of Body Composition Research 8. Sperl-Hillen, J. et al. (2013). Are Benefits From Diabetes Self-Management Education Sustained? www.ajmc.com. Unger, J. et al. (2009). Evaluation of Sweet Temptations, a Fotonovela for Diabetes Education. Hispanic Health Care International 7(3). Read More