Diabetic Patient Education Needs Assessment - Essay Example

Diabetes: Needs Assessment Introduction In the workplace, there is a need to design an assessment tool for different illnesses in order to effectively secure efficient work conditions. Diabetes is one of the chronic illnesses which have increased in occurrence all over the world. Self-management is one of the primary tools being encouraged by medical practitioners in order to manage this disease and ensure early management and to prevent disease complications. For this assessment, an assessment of needs shall be conducted in my workplace located at a diabetic centre in Saudi Arabia. This assessment targeted 30 type 2 diabetic patients and sought to design an assessment tool, analyse the data collected, and identify the educational need which helped me in designing the education program. Background Educational needs assessment is a resource which is designed to identify the educational assessment needs of type 2 diabetic patients at a diabetic centre in Saudi Arabia. This centre has ___ capacity with __ type 2 diabetic patients. This assessment covered 30 type 2 diabetic patients, mostly those who were admitted to the diabetic centre in Saudi Arabia, 30 years old without any distinction as to gender. In effect, this assessment helps indicate the specific educational needs and helps the assessor design the course and determine the various instructional needs. Data Collection Tool Various healthcare organizations provide diverse and holistic approaches to patient management in order to arm these patients with various resources and skills in managing their disease (Harden, 2004). As such, they are also able to increase and improve the self-management of their disease and the reduction of disease complications. Diverse skills call for a review of the current knowledge and educational needs of these patients (Grant, 2002). Needs refer to the gap between actual and ideal knowledge and skills. The assessment of needs therefore involves the evaluation of the disparity and what should be done in order to fill in the gap (Bredart, et.al., 2013). Moreover, in assessing the needs of the group, it is important to determine educational gaps. The assessment of needs also allow for assessors to determine possible issues and issues which may emerge (Bredart, et.al., 2013). Various data collection tools are needed in order to secure assessment plans. Questionnaires allow for the assessor to gather qualitative and quantitative data, which usually would cover attitudes, opinions, feelings, and viewpoints of the focus population (Green and Thorogood, 2013). Moreover, questionnaires can easily be developed and can be fashioned in order to fit the context of the data being gathered as well as the research objectives. Furthermore, questionnaires can be administered through unconventional means, including electronic mail and social media (Facebook and Twitter) (Podsakoff, et.al., 2012). The answering of the questionnaire can therefore be at the convenience of the respondent. The questionnaire can also be kept confidential as the respondents are not required to indicate their names on the answer sheets (Waltz, et.al., 2010). In choosing the data gathering tool, time is an important determinant. The process of assessing needs can take from 4 to 6 weeks. There is enough time to distribute and gather questionnaires, to design the analysis, as well as to secure a course design. The questionnaire is therefore the best data gathering tool for this needs assessment paper (Parry and Watts, 2013). In order to develop an effective questionnaire, the assessor needs to abide by the requirements as indicated by research experts (Parry and Watts, 2013). This would start with the data gathering from the literature available. After which, a list of potential educational needs can be developed (Creswell, et.al., 2011). The list allows for assessors to develop questionnaires which would be used in the data gathering process. Clifford (2014) declares that questionnaires must be assessed also for relevance and credibility. In order to develop an effective questionnaire, it is important to consider expert opinion and advice on how and what to include in the questionnaire (Clifford, 2014). Data must first be gathered from a literature review and from such literature review, possible educational needs can be established. From the literature review, a questionnaire can be developed, which can then be used in the assessment process. Based on Flick (2011), questionnaires must be critically assessed based on credibility and reliability. As such, the assessor sought the advice of a more experienced nurse in the unit. This nurse assisted in the critical assessment of the content, format, and value of the questionnaire. Suggestions from the experienced nurse helped in the revision of the questionnaire. During the pre-testing, the experienced nurse helped to finalize the contents of the questionnaire (Morse, 2012). Her suggestions helped to improve the quality of the questionnaire. Also, Denscombe (2012) declares that the assessors are prompted to conduct pilot tests in order to help determine the strengths and weaknesses of the questionnaire. Through the pretesting, the questionnaire was reworded and significantly improved. The pretesting process was best carried out with the assistance and participation of the target population (Denscombe, 2012). There were 9 type 2 diabetic patients chosen to participate in the pretesting process. Their suggestions and observations were later used in order to improve the final version of the questionnaire. Questionnaires allow assessors to gather information, including feelings, perceptions, likes, dislikes, as well as attitudes (Aday and Cornelius, 2011). This process can be carried out specifically with Likert-type questions. As discussed by Aday and Cornelius (2011) these questionnaires would allow the respondents to choose their corresponding response to the question being raised. Likert-type questions can also help support both qualitative and quantitative researches (Van Zundert, et.al., 2010). This assessment focused on diabetes needs assessment in the workplace. The respondents were asked to rate the different topics based on relevance. The rating was as follows: 0 -- Not a priority (1point) 1 – Low priority (2 points) 2 – Medium priority (3 points) 3 – High priority (4 points) 4 – Essential (5 points) The perceptions of the participants on specific topics were also considered. The participants were asked to indicate the importance of the suggested topics and this helped the assessor determine the respondents’ feelings and attitudes in relation to specific topics. It is also important to determine the areas of concern within the specific topics identified. Three questions have therefore been indicated for the major topics. Sample The assessment process is supported by the nursing department of the hospital. It is meant to support the objective of the institution to maintain the health of the health professionals of the institution. It covers 30 type 2 diabetic patients in the unit. The assessment allows for the assessor to build a training program based on the different educational needs of the type 2 diabetic patients within the unit. These patients are expected to participate in answering the questionnaire and in expressing their needs. The assessment would cover several major topics and other subtopics. To include the perceptions and opinions of type 2 diabetic patients, there are open-ended options indicated in the questionnaire. In determining the needs of these patients, answers from these open-ended questionnaires were also considered. Major course issues and expected challenges Although it can be a major undertaking, it is difficult to develop a perfect or near-perfect questionnaire (Hulley, et.al., 2013). It is often necessary for questionnaires to include technical and complicated elements. As such, errors during the data collection process and the phrasing of the questions may therefore be expected. Questionnaires must however focus on the objectives and consider the learning as well as the instructional needs of the respondents (Hulley, et.al., 2013). In effect, the assessor would likely seek to determine the learning and the instructional needs for the different topics mentioned. There are also weaknesses observed in questionnaires. Some questionnaires often have low response rates, especially when the assessor cannot supervise the respondents while answering the questions (Abramson and Abramson, 2011). However, the respondents are often informed of the importance of answering all the questions posed by the questionnaire. Moreover, the assessor would likely collect the questionnaires in instances when the participants cannot personally return the questionnaires. While this may be time-consuming for the assessor, it is a necessary part of the research process in order to ensure greater reliability and higher response rates (Abramson and Abramson, 2011). Data Analysis Questionnaires can sometimes have low response rates. In order to increase the response rates, the assessor may have to personally collect the questionnaires from the respondents or personally contact the respondents to inform them about the importance of the research (Tracy, 2012). In the process of this needs assessment, contacting the respondents was necessary in order to ensure that the respondents were also invested in the research process. A letter was given to each respondent, indicating that the assessor was undertaking a research with the corresponding title and objectives and that their help was needed in the data gathering process. The letter also indicated a request for the questionnaire to be returned to the assessor or for the assessor to be contacted in case the respondent cannot personally submit it to the assessor. As such, response rates were increased with specific terms explained to the respondents. There were 30 type 2 diabetic patients included in this research and 27 were returned. A response rate of 90 percent was therefore achieved. This response rate is already considered a high and a successful response rate (Fan and Yan, 2010). The assessment of the data collected indicated that there were 14 male and 13 female participants. Table 1 Questionnaires response rate Total Male Female Number of Participants contacted 30 15 15 Number of questionnaires issued 27 14 13 Number of questionnaires returned 90 % 93 % 86 % Success rate (%) The Likert-scale was used by the assessor, with the following point system: Not a priority (1point) – Low priority (2 points) – Medium priority (3 points) – High priority (4 points) – Essential (5 points) Table 2: Results Essential Educational need Percentage Score Points Scored Number of Participants Topic Use of multimedia 73 % 99 27 Introduction of type 2 diabetes Use of multimedia 91 % 123 27 Hypoglycemic symptoms and management Use of multimedia 88 % 120 27 Hyperglycemic symptoms and management Cooperative learning 75 % 102 27 Diabetes control Cooperative learning 87% 118 27 Healthy lifestyle Based on the results, hypoglycemic symptoms and management was given the most points and was therefore considered the most essential need for the diabetic patients. This was followed by the hyperglycemic symptoms and management, then by healthy lifestyle needs, and finally by diabetic control being the less essential need. The essential educational need in this case therefore relates to the use of multimedia to demonstrate the management of hypoglycemic symptoms and management (Ciciriello, et.al., 2012). For the second need on hyperglycemic management, the use of multimedia is also essential. Cooperative learning is also essential in order to secure a healthy lifestyle. This same need is also considered essential in relation to diabetes control especially as controlling diabetes can be a very complicated and multi-factorial process. Educational needs The above results indicate that the most urgent educational need for type 2 diabetes patients is on how to manage their hypoglycemic symptoms. Most of those who were surveyed indicated that they were not sufficiently informed about their disease, including those which relate to hypoglycemia, how they can avoid it, how they can detect it, and how they can manage it. In order to support and improve the this gap in the learning, it is important for patients to visually understand their disease using layman’s terms and preferably visual aids where they can easily visualize what is happening to their body and how they can counteract the symptoms of their disease. What is important which emerged from the assessment of patient education needs is that simple and non-technical terminology must be used in order to help patients understand their disease. In the multimedia process which followed this result, several subtopics emerged. These subtopics include the possible inclusions for the multimedia in order to improve patient learning. These inclusions cover demonstrations on what symptoms are often observed during hypoglycemia incidents. The demonstrations could move on to indicate how each symptom can be managed. This style can also be applied to the management of hyperglycemia. Identifying symptoms like confusion, dizziness, hunger, shakiness, pallor, sweating, trembling, and weakness, are just some of the symptoms which can signal hypoglycemia. The multimedia and visual aid can demonstrate these symptoms to the patient and immediately advice what interventions can be made in order to manage the hypoglycemia. It is also important to demonstrate during the use of the multimedia tools the different precautions for diabetic patients, their ideal meal schedules, the monitoring of their blood glucose levels, and their medication intake. Another subtopic which is likely to emerge is diet and exercise. The diabetic patient also has to be given the tools to secure a healthy lifestyle. This would include a healthy diet and exercise. For the obese patients who have a higher risk of developing the diabetes disease complications it is important for them to lose weight through diet and exercise. Diet would have to include a balanced diet, with the goal of cutting down the patient’s cholesterol levels, increase his or her fiber intake, and increase his intake of fruits and vegetables. The patient’s exercise would also have to include cardiovascular exercises which would help improve cardiovascular health. It is important to educate these diabetic patients about having a healthy lifestyle in order to ensure effective self-management of the disease. Cooperative learning is an essential aspect of securing a healthy lifestyle because these patients would have to cooperate and participate in order to ensure weight loss, weight management, and better blood glucose management. Table 4: General program plan Week Area of coverage Instructional techniques Duration 1 Hypoglycemia symptoms Lecture using powerpoint presentation 5 hours 2 Hyperglycemia symptoms and management Lectures using powerpoint presentation 5 hours 3 Healthy diet options for diabetics Lectures using powerpoint presentation 3 hours 4 Healthy lifestyle Cooperative learning: discussions with other diabetics and with dietitian on the best diet for diabetics; training with a physical or exercise therapist for best exercises in losing or maintaining weight for diabetics. 5 hours Review of learning 2 hours 4 Assessment and evaluation 8 hours Conclusion The most important need for type 2 diabetic patients is to be educated about hypoglycemia symptom recognition and management. In order to ensure that such need is met, multimedia tools can be used. These multimedia tools may include the use of visual aids and other tools which would help simplify diabetic information and which would facilitate the patient’s comprehension of the symptoms and management of hypoglycemia. These same tools can also be applied for hyperglycemia. Cooperative learning is also important in order to promote the patient’s healthy lifestyle. Ensuring the patient’s healthy lifestyle is a major part of diabetes care because by reducing the patient’s weight and promoting a healthy lifestyle for the patient, it is possible to reduce the incidence of disease complications. Ensuring a healthy lifestyle can also improve patient outcomes. The patient’s cooperation is however important in ensuring a patient’s healthy lifestyle because without patient involvement and cooperation, diabetes management can be difficult, complications would likely emerge, and patient outcomes would be poor. References Abramson, J., & Abramson, Z. H. (2011). 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Appendix A: Specific plan 12:30 PM TO 1:00PM 12:00 PM TO 12:30 PM 11:15 AM TO 12:00 PM 10:45 AM TO 11:15 AM 10:00 AM TO 10:45 AM 9:00 AM TO 10:00 AM 9:00 AM TO 9:00 AM 8:30 AM TO 9:00 AM 8:00 AM To 8:30 AM Time Day blood sugar check & Lunch Break Hypoglycemic symptoms and management ( W ) Time for exercise ( walk ) blood sugar check & Snack and break Lecture exercise Health Care ( W ) Hyperglycemic symptoms and management ( W ) Welcome to 5 days program & Introduction to diabetes mellitus ( L ) registration & blood sugar check & break fast Saturday blood sugar check & Lunch Break insulin injection ( W ) Time for exercise ( walk ) blood sugar check & Snack and break Taking medication ( W ) Practical blood sugar home monitoring ( W ) blood sugar home monitoring ( L ) registration & blood sugar check & break fast Sunday blood sugar check & Lunch Break diabetes management during sick day (L) Time for exercise ( walk ) blood sugar check & Snack and break healthy strategies for weight loss ( L ) Diet (expense of carbohydrates ) ( W ) Healthy food for diabetic ( W ) registration & blood sugar check & break fast Monday blood sugar check & Lunch Break Before visit doctor for follow up ( L ) Time for exercise ( walk ) blood sugar check & Snack and break Eye care ( W ) Dental care ( W ) Diabetic foot care ( W ) registration & blood sugar check & break fast Tuesday blood sugar check & Lunch Break New technology in diabetes ( W ) Time for exercise ( walk ) blood sugar check & Snack and break Diabetes and media ( L ) Diabetes during traveling ( W ) Social live with diabetes ( L ) registration & blood sugar check & break fast Wednesday graduation ceremony individual conversation & show recorded ( blood sugar ) for 5 days how they blood sure is controlled during 5 days program How to live with diabetes registration & blood sugar check & break fast Thursday Read More