Disease Management for Diabetes Mellitus: Lesson Plan

Patient Education

Statement of Goals and Objectives

Education for patients with diabetes should focus on providing essential knowledge and skills that individuals can apply in their daily life to manage the disease. The broad instructional goals for this lesson include the following:

• Educating diabetes patients about the importance of a healthy and active lifestyle;
• Explaining how to apply self-care strategies to manage diabetes and improve patients’ quality of life.

The principles of Bloom’s taxonomy are utilized in this lesson plan. According to Cui and Lu (2021), “the cognition process of chronic disease education is consistent with that of Bloom’s taxonomy, which can be used to guide chronic disease education” (p. 78). Therefore, the following behavioral objectives were developed:

• Cognitive: identify behaviors and life habits that improve one’s health;
• Affective: gain awareness of the role of diet, exercise, self-care practices, and health monitoring in managing diabetes;
• Psychomotor: check one’s own blood sugar level and interpret test results.

Instructional Methods and Evaluation of Learning

Objective	Lesson Content	Teaching Activities	Instructional Strategies	Time	Instructional Resources	Evaluation Process
Cognitive: identify behaviors and life habits that improve one’s health	Diabetes disease management. Healthy behaviors and habits.	The teacher should provide statistical and informative data about diabetes.	The lecture is the selected format as it helps provide new information to students. The instructor should evaluate learning comprehension at the end of this activity.	15 min	A presentation about healthy behaviors, handouts with recommendations and instructions.	The evaluation process involves a questionnaire about healthy behaviors for students to check comprehension of the material.
Affective: gain awareness of the role of diet, exercise, self-care practices, and health monitoring in managing diabetes.	An effective diet, exercise plans, and self-care practices. Health monitoring strategies for diabetes.	The teacher should discuss the importance of a healthy diet and active lifestyle for diabetic patients with the group. It is important to encourage the active participation of the patients. Furthermore, the instructor needs to explain self-care strategies and health monitoring methods.	A lecture is the selected method to present information, followed by a group discussion.	25 min	A presentation about healthy diet, exercise, and self-care activities.	The group must be able to contribute to the conversation and show that they understand the topic by defending the importance of self-care, exercise, food, and health monitoring in the management of diabetes.
Psychomotor skills include interpreting test findings and monitoring one’s own blood sugar levels	The use of glucose meters. It is essential to teach patients to apply their theoretical knowledge in practice.	The teacher must instruct the patients about the use of glucose meters to help them learn how to check their blood sugar levels.	The practical application of skills is crucial for diabetic patients.	20 min	Handouts with instructions, blood glucose meters	The evaluation process is as follows: the instructor ensures that each patient can perform the test and interpret the results.

Family Education

Statement of Goals and Objectives

Family members of diabetic patients need to be informed of different aspects of disease management. When teaching caregivers or relatives of the affected individuals, it is essential to highlight their unique role in supporting a patient with diabetes (Halliday et al., 2021). Therefore, the following broad instructional goals were developed for family education:

• Educating family members about the need to ensure a supportive environment and healthy conditions for diabetic patients;
• Explaining the need for regular medical screening for affected individuals to prevent adverse consequences of diabetes.

The use of Bloom’s taxonomy principles is foundational for this lesson plan. The following behavioral objectives can be named:

• Cognitive: understand the importance of family habits in supporting diabetic patients’ health;
• Affective: be aware of the family members’ role in developing a healthy environment for the affected individuals;
• Psychomotor: know how to use a glucose meter to assist children and elderly patients in monitoring their health.

Instructional Methods and Evaluation of Learning

Objective		Teaching Activities	Instructional Strategies	Time	Instructional Resources	Evaluation Process
Cognitive: understand the importance of family habits in supporting diabetic patients’ health	The role of family habits and environment in Managing diabetes. How to promote a healthy diet, exercise plan, and self-care practices among family members.	The lesson can be provided in the form of a lecture when the teacher presents statistical and informative data about diabetes. It is essential to familiarize family members with general information about disease management. Furthermore, the instructor needs to explain how family behaviors and habits can affect diabetic patients’ outcomes. At the end of the lecture, the audience must be able to demonstrate comprehension of the content by conducting a questionnaire designed to evaluate learning outcomes in students.	The lecture was selected as the effective format to present new information and help family members structure their previous knowledge about diabetes. The teacher needs to allow students to participate in group discussions, share insight, and ask questions to enhance their learning.	20 min	A presentation about the role of family habits and environment on patient outcomes, handouts with recommended habits and practices to promote the patient’s well-being.	The evaluation process for this activity involves the conduction of a questionnaire at the end of the lecture. In doing so, the teacher will be able to assess the audience’s knowledge about healthy behaviors in an efficient manner.
Affective: be aware of the family members’ role in developing a healthy environment for the affected individuals	The role of family members and caregivers in managing diabetes in the affected individuals. It is essential to teach family members to provide assistance to patients that belong to vulnerable populations and require additional support.	The instructor can begin this activity by discussing the importance of support for diabetic patients. A group discussion can benefit the audience as it allows the exchange of ideas and insight into caring for individuals with diabetes. It is important to encourage the active participation of the students. Furthermore, the instructor needs to provide recommendations on how to improve one’s ability to provide mental support for the affected family members.	A lecture is the selected method to present information, followed by a group discussion.	20 min	A presentation about the family members’ role in developing a healthy environment for diabetic patients.	The instructor evaluates the group’s capacity to contribute to the discussion and show that they comprehend the material in order to determine the intended results.
Psychomotor: know how to use a glucose meter to assist children and elderly patients in monitoring their health.	The use of glucose meters on children and elderly with diabetes.	The teacher must instruct the students about the use of glucose meters to help them learn how to check the blood sugar levels in children and the elderly.	The practical application of skills is crucial for family members of diabetic patients.	20 min	Handouts with instructions, blood glucose meters	The evaluation process is performed by the instructor, who needs to ensure that each student can complete the test and interpret the results for diabetic children and the elderly.

Staff Development

Statement of Goals and Objectives

Staff development is critical for healthcare specialists that care for diabetic patients. One of the essential themes is the evaluation of risk factors for individuals affected by the disease (Alotaibi et al., 2018). This group of learners is characterized by a deeper level of knowledge on the subject, which allows for focusing on a more specific objective for the lesson, compared to educating patients and family members. The broad instructional goals for staff development include:

• Educating staff about strategies to encourage patients to come for regular diabetes check-ups;
• Explaining the role of healthcare staff in preventing and managing health outcomes for patients with diabetes

The following behavioral objectives were developed for this lesson:

• Cognitive: recognize the need for regular medical check-ups in patients to manage diabetes;
• Affective: be aware of the medical personnel’s critical role in educating patients about disease management and enhancing their quality of life;
• Psychomotor: conduct health screening for patients with a high risk of diabetes.

Instructional Methods and Evaluation of Learning

Objective	Lesson Content	Teaching Activities	Instructional Strategies	Time	Instructional Resources	Evaluation Process
Cognitive: recognize the need for regular medical check-ups in patients to manage diabetes	The importance of conducting regular health screenings in patients with diabetes. The need to identify individuals at risk of developing the disease.	The teacher needs to present relevant and evidence-based data about the role of medical tests and screening in diabetic patients. after the lecture, the staff must be able to demonstrate comprehension of the content.	The lecture format was selected to help the instructor deliver the necessary information to a broad audience in an efficient manner.	20 min	A presentation about the importance of regular medical check-ups in patients to manage diabetes; handouts with key points.	A questionnaire can be conducted at the end of the lecture to ensure that the audience’s knowledge level is sufficient.
Affective: be aware of the medical personnel’s critical role in educating patients about disease management and enhancing the quality of life	The role of medical personnel in educating patients about disease management and enhancing the quality of life	The instructor can discuss the subject with the group, encouraging the participation of the students. It is important to provide practical recommendations on improving one’s ability to provide support to patients and family members.	Lectures and group discussions were selected as the appropriate methods to present information and exchange ideas.	20 min	A presentation about the role of health care staff in diabetes disease management	The desired outcomes are evaluated as the instructor assesses the group’s ability to participate in the discussion and demonstrate understanding of the subject.
Psychomotor: conduct health screening for patients with a high risk of diabetes	Health screening for patients who are at risk of developing diabetes.	The teacher can provide guidance on the application of screening methods and techniques for patients with a high risk of diabetes.	The practical application of skills is essential for staff caring for diabetic patients.	20 min	Handouts with a checklist and recommendations for conducting health screening in patients with increased risk of diabetes	The instructor evaluates the learning outcomes with the use of a questionnaire that allows students to demonstrate their understanding of the material.

References

Alotaibi, A., Gholizadeh, L., Al‐Ganmi, A. H. A., & Perry, L. (2018). Factors influencing nurses’ knowledge acquisition of diabetes care and its management: A qualitative study. Journal of clinical nursing, 27(23-24), 4340-4352.

Cui, P., & Lu, Y. (2021). Analysis of the necessity and feasibility of applying Bloom’s taxonomies to chronic disease management. Frontiers in Humanities and Social Sciences, 1(2), 78-83. Web.

Halliday, J. A., Speight, J., Russell-Green, S., O, E., Hagger, V., Morris, A., Strut, J., & Hendrieckx, C. (2021). Developing a novel diabetes distress e-learning program for diabetes educators: An intervention mapping approach. Translational Behavioral Medicine, 11(6), 1264-1273.