Teaching Plan for Diabetes Self-Management Using Cognitive Learning Theory NUR4025

Introduction

The paper is all about providing teaching session plan to Mrs Philpott who is a patient of type 2 diabetes and needs intervention for blood sugar glucose levels monitoring and recording so that she can manage her diabetes on her own. Cognitive learning theory will be used as the teaching theory and the teaching rationale will be face to face learning which is in this case a better way to make her understand the concepts relating to blood sugar glucose monitoring. (Winn, 2019). Different types of teaching methods will be taken into consideration that include both written and practical application of the blood glucose meter so that the client understands well how to use the device. Tests will be taken every now and then to judge the pace of the client with the learning outcomes of this session so that she/he is completely satisfied with the session and understands what is needed to understand all through the session. Strategies like using clear language to minimize the learning or the teaching challenge will already be in place to make sure that there is no gap between the two and whatever is being taught in the session is clearly understood by the client and the learning outcome is achieved in the end.

Cognitive Learning Theory The Learning theory

The teaching theory that can be used in the case of Mrs. Philpott to monitor and record her blood glucose levels is - Cognitive Learning Theory. According to this theory, learning takes place when we all are asked to think and the way we think will depend on many factors like our focus or amount of value that we will get from the community on our learning aspects in life (Adefolalu, 2018). So this theory revolves around the fact that individuals are making their own understanding of knowledge with the help of their capability to mentally take in the same. So, this theory is capable to be aligning well along with the teaching objectives because Mrs Philpott will have to engage in this very actively because she herself is a patient with a history of Type 2 diabetes without having any type of diabetes management plan in place.

Rationale for the selected teaching

The rationale for cognitive teaching learning setting will be face to face between the patient and the educator nurse because this type of setting helps to understand the concept well and there is a personal attention given to the case. It depends on the case and the instructions related to the topic and on the basis of these, monitoring and recording of Blood Glucose Levels can be provided (Atwa, 2022). It also helps the patient to take the concept better because they can ask personal level questions one-on-one with the educator and get feedback on the same and get their concerns addressed.

Teaching setting and Presentation method:

There can be three types of teaching methods here as follows:

• Oral instructions Here one can give clear and to the point explanation to the patient with regards to managing the blood glucose levels using mouth or speaking clearly. This will also include ways to monitor and record the same to keep up with a healthy lifestyle in the future.

• Written books Here one will use some written instruction from different sources to discuss and prove the perception on the topic to the patient and this can act as the reference to them for her daily use after the session (Taylor, 2020).

• Practical application- This will help the patient to use the blood glucose meter and record the results and interpret the same to make them aware of the device after explaining all steps for using the same and giving guidance.

Learning needs and readiness

Likely learning needs and readiness can be understood with Mrs Philpott during the session where there is more interaction with her because as a first time meeting nurse educator, he or she will not be having much knowledge on her understanding of the topic. It will only be during the session one can make out how much is her exiting knowledge on this and what experience she has had in past for using the blood glucose meter. On the basis of these points only one can get to the conclusion of the fact that what is the learning needs needed here and readiness of the learner in relation to this particular session of teaching. One will be able to understand if there is any type of gap in any understanding and Mrs Philpotts understanding and then can fill it accordingly and take care of any type of confusion in the process to make sure it is smoothly taken over. The educator can understand if the theories will go well with the patients understanding and it is not too complex for her to understand and if it is, steps will be taken to simplify the same to match the best level understanding of the patient. This is because at the end of the day, if the patient understands the teaching process well, then only the job of a nurse educator is fulfilled and as a nurse it is the duty to provide best possible services to Mrs Philpott.

Strategies to minimize learning or teaching challenges

Some of strategies that will be used here to minimize the learning or the teaching challenge is using a clean language in front of Mrs Philpott and making sure that whatever is said, is being understood by her linguistically which is the basic need. Simple language with avoidance of any type of medical differences at the time of explaining the whole process will be used actively and the nurse educator will not act too much professional. This will help the client get more comfortable with the educator nurse in person and she can explain all her concerns freely to me without any hesitation and she will be given many chances to ask any questions when ever she feels like. She will be free to interrupt the session as and when something clicks her mind, which she needs to clear it out with.

Rationale for choices of any handouts

The nurse educator will make sure to modify the teaching plan in accordance to the needs of the patient so that she has enough time for taking in any information that she is not having idea of and she will be encouraged to participate actively in the whole process of learning. Lastly we will keep the pace of motivating her all through the process well enough so that we can keep up with her confidence and excitement levels to date so that she can enjoy the whole learning session at the same time. We will also provide a handout to the patient that will have all information that will be discussed in the session about using blood glucose meter and reading analysis, which the patient can refer when she is home for a better understanding post session.

Learning outcomes

The learning outcomes of this session will include the ability of the patient to demonstrate correctly different type of steps that is needed to operate the blood glucose meter smoothly and interpret its readings correctly. Another learning outcome for Mrs Philpott will be to have more confidence in her ability to take care of her blood sugar monitoring and reading so that she is trained enough to carry this out herself in the long run.

Evaluation & Feedback

The use of Constructivism theory will be done to effectively evaluate the planned teaching session that helps to understand the needs, tasks and the outcomes of any idea in depth (Hammond, 2019). We will also make sure to take some tests for Mrs Philpott which will be both theory based as well as practical application of the blood glucose meter to understand if she can do this all by herself without any intervention. These will be done once every week till the session gets over to make sure that she has her hands on each and every possible aspect covered in the session. All during the teaching session, we will evaluate the teaching by her behavior towards different concepts used, reaction to sudden tests that will be a surprise and judge her confidence levels and results of the tests taken during the session (Hattie, 2016). Also at the end of the session, the client will be asked to give their valuable feedback and the body language will speak about their feelings of the session and the level of confidence will be reflected in the same thus giving an idea if they achieved the learning outcomes. After this we can assess this and if we find any area of improvement or still there is a lack of confidence in the patient, we will stretch the session for few more days to make sure she is perfect with understanding all about blood glucose monitoring and recording with confidence.

Summary

Overall, this teaching plan has the main focus on educating the client on managing and recording her blood glucose levels using the blood glucose meter. The teaching theory here will be the Cognitive Learning that takes into account the way we think that will depend on many factors. The rationale for cognitive teaching learning setting will be face to face between the patient and the educator nurse that will help to engage both actively. The types of teaching plan that will be included here will be oral, written and practical applications and the learning needs and readiness can be understood after the session only to get an idea of her existing knowledge on Blood glucose level monitoring and recording (Rea, 2022). Some of strategies that will be used here to minimize the learning or the teaching challenge is using a clean language in front of Mrs Philpott and making sure that whatever is said is being understood by her linguistically so that she can take in the session well. The learning outcomes of this session will include the ability of the patient to demonstrate correctly different type of steps that is needed to operate the blood glucose meter smoothly and interpret its readings correctly.

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