Diabetes Management Education for a Hispanic Female Patient Table of Contents PART ONE 3 A. Learning Needs Identification 3 B. Needs Identification- Assessment Information Employed 4 C. Learning Needs Assessment 4 D. Nursing Diagnosis 5 E. Evaluation Tool for Measuring Learning, Progress Against Goal 5 PART TWO 6 A…
Evaluation Tool- Collected Data 8 B. On Whether the Goal Was Achieved or Not, and Why 8 C. How Nurse and Client Will Know Whether Learning Occurred or Not 8 D. Encountered Barriers 9 E. On Whether Methods Choice Address Learning Need 9 F. What Went Well, What to Do Differently Next Time 9 References 10 PART ONE A. Learning Needs Identification The patient is a Hispanic female with diabetes. Given the nature of the disease, a large part of any intervention protocol needs the knowledge and active participation of the patent in order to succeed. Nutrition and the management of the patient pharmacology ate important aspects of that protocol, and form part of the learning needs. There is a good rationale for this one-on-one learning intervention in the literature, given the findings on the ability of conventional individual education or IE to improve patient outcomes for those with diabetes. At the same time, findings on the non-sustainability of those outcomes indicate that there is a need for continuous education, follow-up and monitoring (Sperl-Hillen et al., 2013, p. 104). There is also an identified need for health education among the Hispanic populations in the United States due to the growing prevalence of the disease among this group, in greater numbers than in the rest of the population and greater than the national average, indicating the need for educational intervention (Chukwueke and Cordero-MacIntyre, 2010). Meanwhile the value of culture-specific education on a sustained short-term basis in improving health outcomes among Hispanics with diabetics has also been proven in the literature, indicating that there is hope in a learning program such as this one (Ojo et al., 2010). The perspective on a teaching protocol or intervention that is sensitive to the unique cultural perspectives of Hispanics is also presented in the literature as being of great value in treating Hispanics with diabetes and in radically increasing the effectiveness of such teaching interventions and protocols (Cutillli, 2006). In this latter regard a study on the use of a culturally relevant presentation form, a fotonovela, in the relaying and effective education of diabetes care and management among Hispanics with diabetes has indeed proven the value of culturally sensitive educational interventions for managing the disease (Unger et al. 2009, pp. 145-147). B. Needs Identification- Assessment Information Employed The diabetes knowledge scale employed in Unger et al. (2009) is used for this program for educating the Hispanic female patient on self-care and management of diabetes. This is appropriate given that even for high school students, the knowledge scale was effective in assessment. As an aside the intentions on behavior consisting of four key questions on behavior are also kept as potential assessment questions for intent in behavior (Unger et al., 2009, pp. 146-147). C. Learning Needs Assessment There is an assessed readiness on the part of the patient to learn and to improve with regard to being able to treat the disease and keep the consequences under check. The motivation level is high, and given this there is hope that the health outcomes for the patient will be better than in the studies over time. Moreover, with the positive attitude established, there is hope that the educational interventions will yield the effective transfer of knowledge to the patient, resulting in the increase in the ...
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