Disease Management for Diabetes Mellitus

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Table of Contents

Introduction
Theoretical Basis for Teaching Approaches
Description of Learners
Learner Assessments
Educational Setting
Conclusion
References

Introduction

Diabetes mellitus is a medical problem that affects people all over the world, which defines the need to ensure the provision of comprehensive education for the affected individuals and healthcare professionals. This topic was selected to help address the issue and develop a lesson plan for patients, family members, and staff. Education plays a pivotal role in controlling the impact of this illness on patients’ lives (Bagchegi et al., 2021). Raising awareness of the consequences of diabetes mellitus and improving individuals’ knowledge regarding disease management and treatment are some of the critical steps to protect the population from adverse health outcomes. According to Świątoniowska et al. (2019), diabetes education goals include “providing knowledge and skills, but also changing the patient’s behavior, increasing their motivation to comply with therapeutic recommendations, improving their quality of life” (p. 237). Furthermore, other crucial objectives are to teach self-care strategies, ensure patient-staff cooperation for effective treatment, and enhance stress resilience in the affected populations (Świątoniowska et al., 2019). Therefore, the purpose of this lesson plan is to provide a foundation for teaching patients, families, and medical staff about diabetes mellitus and disease management.

Theoretical Basis for Teaching Approaches

The selection of the appropriate philosophical and theoretical basis for the lesson is essential as it allows for the use of an evidence-based method for learning about a particular disease. In this paper, David Kolb’s experiential learning theory was chosen as a foundation for the teaching plan. As noted by Bagchegi et al. (2021), “Kolb defines four distinct learning styles in his learning styles theory as accommodating, diverging, converging and assimilating” (p. 1278). These modes are based on different stages of such processes as feeling, observing, thinking, and doing.

It is worth noting that compliance with self-care strategies is pivotal for diabetes patients. Research shows that following doctors’ recommendations and engaging in healthy behaviors are associated with positive outcomes in individuals with diabetes (Świątoniowska et al., 2019). Study findings by Bagchegi et al. (2021) indicate that “education based on Kolb’s learning style is effective in improving self-care behaviors of older people with type II diabetes” (p. 1277). Therefore, the experiential learning model was selected to help patients learn about diabetes disease management.

Description of Learners

This lesson targets three specific audiences: patients diagnosed with diabetes mellitus, family members of patients, and staff providing healthcare services. It is essential to discuss the characteristics of each group of learners since their attributes define the selection of an effective approach to education. For instance, people’s age, general background, educational and developmental level, and willingness to learn can impact their learning progress and, in turn, define patients’ health outcomes.

The first group of learners includes patients who have been recently diagnosed with diabetes mellitus and need to be educated on how to manage this disease and improve their health. The racial, ethnic, and religious backgrounds of this population can differ, which emphasizes the need for staff to be culturally aware when managing such patients (Świątoniowska et al., 2019). Moreover, this population can be divided into further subcategories based on their age. For instance, children and young people constitute a group that can learn new behaviors easier compared to patients aged 65 and more. Middle-aged people are another category that is characterized by the willingness to cooperate and higher self-sufficiency regarding self-care compared to other groups.

The second group of learners includes family members, the diabetic patients. This category consists of a diverse population concerning their age, education level, awareness of the disease’s impact on patients, and willingness to cooperate. When teaching family members, it is essential to highlight their unique role in supporting a diabetic patient (Świątoniowska et al., 2019). Finally, healthcare staff managing individuals with diabetes constitute another category for this learning plan. The specialists involved are general practitioners, nurses, diabetologists, endocrinologists, dietitians, psychologists, and other healthcare practitioners based on patients’ conditions (Bagchegi et al., 2021). The medical staff needs to improve their knowledge of managing individuals with diabetes to reduce disease-associated risks and enhance health outcomes.

Learner Assessments

Learner assessments are an integral part of the educational process that allows for identifying specific attributes of each group of the population. This approach helps meet each learner group’s needs efficiently. For instance, the educational level of patients, family members, and staff can differ. Younger patients do not have sufficient educational and developmental background to understand complex terms and concepts. It is necessary to be clear when describing self-care and disease management strategies for this population (Świątoniowska et al., 2019). Family members need to be informed of different aspects of disease management.

It is critical to offer structured education to patients with diabetes and their family members or caregivers after the diagnosis and throughout the follow-up period. Healthcare providers need to explain to patients and caregivers that structured education is an integral part of disease management. In turn, healthcare staff must be qualified to manage patients diagnosed with diabetes mellitus. Advice on dietary nutrition should be offered following the needs, cultural characteristics, and beliefs of the person, taking into account his readiness for change and the impact of the recommendations on the quality of life.

Evaluations are an essential part of the learning process that allows for monitoring progress and identifying gaps. For patients, the use of exams is not an efficient method, but providing assessment tools can help evaluate their level of knowledge (Bagchegi et al., 2021). Moreover, the use of questionnaires developed specifically for each target audience can serve as a knowledge assessment tool for patients, families, and staff, as well as a part of the screening process for diabetic patients. It is critical to understand that the willingness to learn is based on a variety of factors, including personal traits, coping mechanisms, economic and social characteristics, cultural background, and others (Świątoniowska et al., 2019). The psychological aspect of the disease can be an aggravating factor for diabetic patients. Furthermore, medical personnel burnout and high workload can become factors that prevent this group of learners from completing the training. In other words, a variety of determinants need to be evaluated when developing the lesson plan for the identified target audiences.

Educational Setting

The educational setting is another aspect of the learning process that influences students’ outcomes. This project focuses on providing education for the identified groups of learners in the hospital setting. In this regard, Bagchegi et al. (2021) propose the following educational content: “the definition of diabetes, its causes, acute and chronic complications of diabetes, and the way of adjusting the diet” (p. 1279). Such lessons can be delivered in the format of 60-minute sessions for staff as well as 30-minute sessions for patients and family members. A hospital is selected as the preferred setting since it is a convenient spot for training for medical personnel who work at the respective facility, as well as diabetic patients and family members who attend it regularly. Furthermore, according to Bagchegi et al. (2021), other benefits include “the presence of doctors and medical help in emergency cases and the possibility to have the required materials, and equipment” (p. 1279). As can be seen, such an educational setting can meet different student groups’ needs.

In this regard, it is essential to ensure that the lesson covers relevant information for all target audiences. The approach to the treatment of diabetic patients should be individually tailored, taking into account their needs and circumstances, personal preferences, the presence of co-morbidities, the risks of polypharmacy, and the benefits of long-term treatment (Świątoniowska et al., 2019). The individual needs of the patient should be reassessed at each review, taking into account the efficacy and safety of the pharmacotherapy prescribed to the patient (Świątoniowska et al., 2019). The program should contain the necessary minimum information but provide an opportunity for each individual to get additional information and learn practical skills, even if they are not part of the program structure. For example, patients might be interested in learning to use a glucometer, insulin syringe pens, or pumps.

Conclusion

Overall, diabetes mellitus is a disease that requires daily implementation of several measures aimed at managing the disease and preventing its complications in the affected population. The proposed lesson plan can improve the level of knowledge in target audiences and enhance the clinical outcomes, the psychosocial state, and the quality of life in diabetic patients. Furthermore, the proposed approach to staff education can contribute to the early detection of additional risk factors and complications.

References

Bagchegi, O., Tabatabaeichehr, M., Lashkardoost, H., & Mortazavi, H. (2021). The effect of education based on Kolb’s learning style on selfcare behaviors of the elderly with type II diabetes: A randomized, clinical trial. Ethiopian Journal of Health Sciences, 31(6).

Świątoniowska, N., Sarzyńska, K., Szymańska-Chabowska, A., & Jankowska-Polańska, B. (2019). The role of education in type 2 diabetes treatment. Diabetes Research and Clinical Practice, 151, 237-246.

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