Education Plan for Managing Hypoglycemia in Diabetes Mellitus – Teaching strategies

The efficacy of patient teaching methods that involve only directive and informative approaches may be limited especially for diabetics where adverse psychosocial states such as anxiety and fear exist (Giordan, Jacquemet & Golay, 1999). To achieve maximum learning, this education session will use a participatory teacher-student approach that will motivate the patients to express their fears and ask questions on various aspects of hypoglycemia (Giordan, 1999; Kubiak, Hermanns, Schreckling, Kulzer & Haak, 2006; Breslin, Mullan & Montori, 2008).

At the start the session knowledge of participants on diabetes and hypoglycemia management will be assessed using anonymyzed questionnaires and narrative writings. Participants will be asked to write about aspects such as self-monitoring of blood glucose levels, symptoms of hypoglycemia and how they deal with those symptoms. Secondly the patients will be involved in group interactive sessions where individuals discuss their experiences and how they have managed to cope. Following such discussions volunteers will be asked to make a short presentation of their group discussions with participants being allowed to ask questions at the end of the presentation. The trainer will also ask questions based on the presentation to reinforce aspects such as symptoms, glucose monitoring frequency, threshold levels, and treatment approaches. Finally, pamphlets will be distributed to reinforce the verbal discussions carried out during the session.

Although the narrative writing, may be stressful for many participants since it serves as a reminder of unpleasant experiences, its ability to change the patients perception of self, relationship with others, and relationship with the disease has been demonstrated in studies with diabetic patients (Piana et al., 2010). Group based sessions for diabetics such as counseling sessions have also been associated with improved outcomes in disease management such as reduced stress levels and self-blame tendency (Visser & Snoek, 2004; Wallace et al., 2009). Such benefits are what the training session will aim to capture via the use of discussion groups where participants share their experiences.

To evaluate outcomes of the education session, various approaches will be employed. First, to assess difficulties in comprehending instruction, verbal participation will be observed with cases were participation is curtailed being noted. Such comprehension for cases where physical capacity to perform behavioral responses is limited will be assessed with respect to individuals expected to provide care to these participants. Comprehension, of the aspects discussed will be through assessment of group tasks and a question-and-answer session that will follow the discussions. Long-term outcomes of the training session will be assessed through flow-up sessions that identify any improvement or lack thereof in management of hypoglycemia. Such will involve asking the patients of any hypoglycemic episodes experienced, with results helping adjust treatment and management approaches accordingly (Bonds et al., 2007). Go to the conclusion here.

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