Teaching Plans Developmental Stage of Learner
As a registered nurse, I clearly understand that one of my greatest duties is to educate my patients. It is through a well planned teaching that I can be able to impart knowledge on my patients. The environmental conditions in which people live today expose them to lots of medical illnesses. Hence, it is important to come up with a well designed teaching tool to use whenever there is need to enlighten my patients. If I were to offer patient education to Type 1 Diabetes Mellitus patients, I would have to allocate enough time to be in a position of delivering my best services to them. Knowledge is paramount in the life of patient. A part from sensitizing them, it can enable them to understand and appreciate the role of behavior change in the pursuit of medical stability (Cox, D.J. et al., 2003).
Being that I have two different kinds of patients, I will have to tailor my lessons to suit each of them. Although I need to be fully prepared for all of them, I will have to adopt different strategies while handling them. The making of appropriate choice will be instrumental in helping to tackle each of the patients because of their diverse needs. For instance, the ten year old patient is still young and needs to be handles in a different manner. Her tender age implies that her mental capacity is still developing. Therefore, she needs to be given more attention and guided on whatever action to take. She is still young and can not make autonomous decisions. In order to educate her in a proper manner, there is need to critically analyze her situation and be ready to work hand in hand with her parents or guardians (London, F., 2009). This will enable me to ensure that any information given will be further backed up by her family. As full grown ups, they have a better understanding and can be instrumental in guiding her and supplementing the information given to her during the learning process.
On the other hand, the 35 year old patient will be easier to handle. As an adult, he stands a better chance of comprehending his condition. My major duty will be to offer additional information and guide him on the exact steps he should take in order to ensure that his condition is improved (Bastable, S. B., 2011). During the teaching process, I will have to actively involve him because his contribution will be of great importance. He will be involved in many ways. For example, he will be given enough time to shed more light on his family background, medical history and the signs and symptoms noticed so far. If he does this, he will be in the right path of facilitating the teaching and learning process which can not effectively run without his contribution. The information received from him will be so instrumental in determining the kind of action to be taken to remedy his case.
Conclusively, I would like to point out that I will execute my role as a patient educator in a diligent manner. A part from choosing the most appropriate teaching strategy, I will put my patients as the primary concern. Since they are the main focus of teaching, I will centre everything on them. They will be given time to ask questions and make their contributions. Moreover, I will adopt an effective communication between me and them. The environment will be made conducive to accommodate all of them regardless of their cultural, religious or geographical diversities. As a nurse, I will use my personal ethics to ensure that I offer benevolent services by giving well researched up to date accurate information regarding the causes, signs, symptoms, effects, diagnosis, maintenance and prevention of this disease.
References
Bastable, S. B. (2011). Health Professionals as Educator. Sudbury, MA: Jones & Barlett
Learning, LLC.
Cox, D.J. et al (2003). "Driving decrements in type 1 diabetes during moderate hypoglycemia".
Diabetes Journal 42 (2): 239–243.
London, F. (2009). No Time To Teach: The Essence of Patient and Family Education for Health
Care Providers. Atlanta: Pritchett & Hull.
