Jane Hare: EDUC 766 - Alignment Template, UPDATED 12/5/13

Pro e!t "#mmar$: Dia%ete& 'anagement: (or )e*l$ Diagno&e+ Patient& an+ t,eir (amilie& The instructional module will be designed for residents of Maple Lake Retirement Services facilities and their families to provide basic education on home management of Type 2 diabetes, reduce fear about the disease due to lack of information, and encourage compliance with patients, family members, and family caregivers. Most members of the target audience are senior citi ens. The pro!ect will be delivered on a tablet computer with a follow"up one"on"one or small group session#s$ of facilitated discussion, demonstration and hands"on participation with a nurse educator. % printed patient handout will summari e critical details and can be taken to a patient room or home for review and reference. * When used below, the learner refers to all persons involved - the patient, their family members and their family caregivers. -n&tr#!tional .oal& The learner will be able to correctly define Type 2 diabetes including the interconnected roles of blood sugar and insulin& state two commonly known risks of untreated diabetes and three lesser"known risks& defend the reasons why they will or may not follow through on diabetes management& collect a blood sample using a lancing device& measure blood sugar with a glucometer& calculate the re'uired dose of insulin based on the blood sugar measurement& and administer the correct dose of insulin via an insulin pen. Terminal /% e!ti0e& 12or re2eren!e3 Terminal (b!ective )* The learner will define the medical condition +diabetes, and state the primary differences between Type ) diabetes and Type 2 diabetes. Terminal (b!ective 2* The learner will summari e basic facts about the incidence of diabetes and infer why they may have diabetes.

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Terminal (b!ective 6* The learner will evaluate their commitment to managing their disease. The first two /nabling (b!ectives are part of the tablet"based instruction only. The third /nabling (b!ective will be tablet"based and have a discussion component with the nurse educator.

/nabling (b!ectives
The learner will name the medical and social complications of diabetes.

%ssessment 7dea
2omparison of pre"test and post"test results* %s part of the post"instruction 'ui , the learner will identify twice as many medical and social complications and risks of diabetes % non"graded self"evaluation as part of the 0o82onnect %ctivities #ranking significance$

%bsorb %ctivity

0o %ctivity

2onnect %ctivity

The learner will distinguish which reasons to treat or not treat diabetes resonate with them, their family or caregiver and arrange in order of significance. (note : the medical and social complications from the previous E and the reasons to treat or not treat diabetes from this E are different ! this will be clear when the activities are outlined"

The learner will listen to audio of diabetes patients discussing why they decided to treat or not treat their diabetes and the positive and negative conse'uences

(n a sliding scale #finger operated on tablet computer$, the learner will answer several 'uestions designed to measure their intent to manage their diabetes. The response triggers 0o activity %, 9 or 2. The functionality is basically the same regardless of the response, the te:t that the learner sees is slightly different #to reinforce, or to challenge their decision$ %$ #earner indicates intent $ manage The learner will use the keypad to enter three reasons why they believe some people would choose to not treat diabetes 9$ #earner indicates intent to % $ manage The learner will use the keypad to enter three reasons why T./; choose to not treat their diabetes

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2$ #earner is % $ &'(E The learner will use the keypad to enter three reasons why they think they or other people would choose or not choose to treat their diabetes <rovided with a list of their reasons and other reasons, the learner will rank them in order of significance #this information will be used +defend their choice, aspect in the 2onnect activity The learner will accept responsibility for their commitment to treating or not treating and defend their choice. 2omparison of pre"test and post"test results* Likert scale 'uestions will assess the learner=s commit"ment to treating or not treating their diabetes ranging from +very likely, to +very unlikely., 0ata from this 'uestion and from the conversation with nurse educator will be used to determine changes in beliefs, attitude and medical compliance. The goal is a one"step increase in positive intent to manage diabetes at home. The learner will re"take the Likert scale commitment survey The learner and the nurse educator will discuss the learner=s beliefs, attitude and intent toward medical compliance, using a discussion template

The learner will listen to audio of patients who originally said they would not treat their diabetes but did, and found it wasn=t as difficult as they thought

Terminal (b!ective >* The learner will define what +blood sugar, and +insulin, are and state why measuring blood sugar accurately is important for patients with diabetes Type 2.

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Terminal (b!ective 5* 1sing a lancing device and a glucometer, the learner will accurately collect a blood sample and measure the blood sugar in the sample. This Terminal (b!ective is part tablet"based instruction and part facilitated discussion, demonstration and hands"on practice with the nurse educator. /nabling (b!ectives %ssessment 7dea %bsorb %ctivity 0o %ctivity 2onnect %ctivity
?iven an opportunity to evaluate their needle an:iety the learner will !udge how it may impact compliance with blood sample collection and insulin in!ection. (%ote from )*: %eedle an+iety is a significant deterrent to home diabetes management and must be addressed in the training prior to discussion of needles." 1sing a lancing device, the learner will collect a blood sample with )AAB safety and accuracy 2ompare results from the pre"test Likert scale regarding needle an:iety to results from a similar test completed after the %ctivities. 7f an:iety if significant or moderate in the pre"test, the goal is a one"step increase in positive intent to manage diabetes at home. Cor tablet based instruction* " % 'ui to check for understanding. #The steps of the <22<22R acronym as described in 0o %ctivities& multiple choice 'uestions on details of proper techni'ue to collect blood sample$ Cor demonstration 8hands"on* " % rubric will be used by the nurse educator to confirm that the learner demonstrates proper standards with )AAB compliance. " % checklist #part of the patient handout$ will be used by the learner to confirm the steps and proper standards " Durse educator facilitated Likert scale 'uestions to measure the learner=s confidence #and repeat steps where techni'ue is not mastered$ The learner will demonstrate proper standards of safety and cleanliness with )AAB compliance Cor tablet based instruction* " Gui to check for understanding of the proper procedure #Fhat=s wrong with this pictureH$ Cor demonstration8 hands"on* " % rubric will be used by the nurse educator to confirm that the learner demonstrates proper standards with )AAB compliance. <ost"class follow"up* " Durse educator follow"up after the class to answer 'uestions as learners use the course information daily. The learner will see photos of the needles used in blood collection and insulin in!ection #they are e:tremely small @ for some, seeing how small lessens the an:iety immediately$ The learner will* watch a video or narrated slide show demonstrating the techni'ue review the patient handout The learner will* watch a video or narrated slide show demonstrating the techni'ue review the patient handout %s needed, the nurse educator leads a discussion about needle an:iety. Some learners do not have an:iety and will move on immediately to the practical steps, others will need a lengthy conversation with the nurse about their an:iety, facilitated with talking points provided. % game based 'ui to check for understanding of the <22<22R acronym @ matching the steps to the letters and putting them in the right order #?ive me a +<,E ?ive me a +2,E$ Forking with the nurse educator, the learner will collect blood samples using the lancing device

1sing a glucometer, the learner will determine the blood sugar measurement of the sample with )AAB safety and accuracy

Forking with the nurse educator, the learner will use the glucometer to determine the blood sugar measurement.

The videos referenced above will demonstrate proper safety standards

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Terminal (b!ective 4* The learner will correctly calculate the dosage of insulin, based on doctor=s standing orders, or the glucometer test results. Terminal (b!ective 3* The learner will accurately and safely administer the dose of insulin using an insulin pen.

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