Diabetes mellitus is a rather severe group of diseases that may occur in both children and adults. This condition affects the way one’s body uses glucose and may lead to excess sugar in the blood, which typically results in serious health problems (Mayo Clinic Staff, 2020). Due to the fact that not all patients diagnosed with diabetes, as well as their families, are aware of the possible complications and necessary actions to prevent them and improve the situation, education strategies are essential (Mayo Clinic Staff, 2020). The need to increase awareness of diabetes causes and treatment is the reason why precisely this disease is chosen for this study. Thus, the purpose of this paper is to identify and describe the three learners, describe the educational setting for these audiences, and include learner assessment.
Patients
The first learning audience is patients who are diagnosed with diabetes mellitus. Since there is a necessity to improve their condition and make sure that their treatment works, it is incredibly essential to educate them about all the nuances of this disease (Markowitz et al., 2018). Most patients do not have a medical education, and their developmental levels are usually normal. At the same time, their average readiness to learn may be estimated as high. Since diabetes mellitus is a specific disease that prevents them from living a normal life, most clients will be eager to learn how to lead a healthy lifestyle and decrease the possibility of complications. The educational location for patients is an ambulatory care setting since there are fewer distractions for them.
There is an extended number of educational approaches and techniques that are used by medics to teach patients. One of them is the teach-back method, which is proved to be effective and used by many professionals (Yen et al., 2019). This technique is based on the assumption that repetition of the recently heard information is the best way to understand and remember it (Yen et al., 2019). Thus, during patient teach-back, the first step is for a clinician to provide the necessary knowledge about diabetes treatment and complications prevention. A medical worker should recommend a specific lifestyle that will allow the patient to feel better and have improvements (Yen et al., 2019). Then, the clinician should ask the patient to repeat the information and recommendations in their own words (Yen et al., 2019). While synthesizing health instructions, a client will demonstrate whether they actually comprehend them. For example, in case there are voids in their knowledge, medical workers should repeat the information, focusing on those moments that the patient forgot.
Families
The second audience that has to be educated about diabetes is the families of patients. According to researchers, a systematic approach to teaching clients requires including family members (Amirehsani et al., 2019). An ambulatory care setting is also preferable for educating relatives. Usually, only adult members of patients’ families are required to be instructed. They typically have higher education and an average level of development. What is more, they are generally interested in learning about diabetes since it is their purpose to help a member of their family (Markowitz et al., 2015). Moreover, considering the fact that they spend more time with the client than medical workers do, and it is easier for them to make sure that instructions are followed, educating family members becomes especially necessary. Several efficient approaches to teaching relatives of people diagnosed with diabetes exist in current medical practice. One of them is the COPE model that is based on creativity, optimism, planning-learning, and expert information (Houts et al., 1996). This approach is exceptionally efficient in making family members effective problem solvers.
Medical Staff
Finally, the third audience to educate about diabetes and its complications, as well as the ways to deal with patients diagnosed with this disease, is medical staff. It is especially necessary for clinicians to learn how to teach their clients about the nuances of a new lifestyle they have to lead. What is more, it is essential to be aware of the ways to check whether a patient follows all recommendations and instructions and, in case they do not, be able to explain the necessity of doing it. The staff has medical education and is interested in learning since clinicians’ purpose is to save people’s lives and treat them in the most effective way.
According to Parent et al. (2016), patient- and family-centered care (PFCC) is an efficient approach that emphasizes humanity and empathy, as well as partnership and communication with families and clients. It is crucial for medical workers to be in touch with the patients since such an approach increases the chances of their conditions improving. What is more, ensuring that staff is aware of diabetes nuances and is able to educate clients and their relatives is also important. PFCC is focused on teaching physicians to assist families and patients in translating information into care-oriented and helpful knowledge (Parent et al., 2016). The educational setting is typically clinical encounters (Parent et al., 2016).
References
Amirehsani, K. A., Hu, J., Wallace, D. C., Silva, Z. A., & Dick, S. (2019). Hispanic families’ action plans for a healthier lifestyle for diabetes management. The Diabetes Educator, 45(1), 87-95.
Houts, P. S., Nezu, A. M., Nezu, C. M., & Bucher, J. A. (1996). The prepared family caregiver: A problem-solving approach to family caregiver education. Patient Education and Counseling 27(1), 63-73.
Markowitz, J. T., Garvey, K. C., & Laffel, L. M. B. (2015). Developmental changes in the roles of patients and families in type 1 diabetes management. Current diabetes reviews, 11(4), 231-238.
Mayo Clinic Staff. (2020). Diabetes. Mayo Clinic. Web.
Parent, K., Jones, K., Phillips, L., Stojan, J. N., & House, J. B. (2016). Teaching patient- and family-centered care: Integrating shared humanity into medical education curricula. AMA Journal of Ethics, 18(1), 24-32.
Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in patient education and health outcomes. Federal Practitioner, 36(6), 284-289.