Beruflich Dokumente
Kultur Dokumente
Lareka Young
TEACHING PROJECT SUMMARY PAPER 2
“More than 30 million people in the United States have diabetes and 1 out of 4 of them
don’t know they have it” (“Diabetes Quick Facts,” n.d.). Working in the hospital setting, I
encountered many patients from the community who were diabetic or pre-diabetic and were
clueless on how to manage these diagnoses. This is what prompted me to want to provide
education to a community group about diabetes, particularly type 2 diabetes. Ninety to Ninety-
five percent of all diagnosed cases are type 2 diabetes (“Diabetes Quick Facts,” n.d). “There are
no proven methods to prevent or delay type 1 diabetes, however, there is evidence suggesting
that type 2 diabetes can be prevented or delayed” (“The Scope of Practice,” n.d). Undoubtedly,
diabetes education is very important not only in healthcare facilities but also in the community.
The American Association of Diabetes Educators focuses on 7 self-care behaviors that include
healthy eating, being active, monitoring, taking medications, problem solving, healthy coping,
reducing risks (“The Scope of Practice,” n.d.). I incorporated some of those behavioral changes
into my teaching project such as healthy eating, monitoring, being active and reducing risks. The
goal of my teaching session was for learners to know their risk factors, recognize signs and
symptoms and identify ways to prevent their risk of obtaining type 2 diabetes. The five
Standards of Practice (SOP) for Diabetes Educators include: assessment, goal setting, planning,
implementation, evaluation (“The Scope of Practice,” n.d.). This is what I used as a foundation
Needs Assessment
My target audience consisted of a group of individuals in the Fast Forward program at the
local Social Services. Fast Forward is made up of individuals who are on government assistance
and are taking steps in preparation for the workforce. This specific group consisted of African
TEACHING PROJECT SUMMARY PAPER 3
American women between the ages of 24-37 years old. I chose this group because it was a
random group of community members coming from different stages of life who may not know
much about diabetes. I did not identify any barriers of the group at this time.
Identifying people at risk for diabetes is the critical first step in preventing the disease
(“The Scope of Practice,” n.d.). The tools I used to assess the group of learners were a diabetes
education patient assessment form, a learning styles assessment form and a type 2 diabetes risk
assessment. The diabetes education patient assessment form (see Appendix A) was used to
learn more about the learners and to identify what areas of knowledge they lacked when it came
to diabetes. The learning styles assessment form (see Appendix B) was used to identify how
the target audience learned best and the risk assessment (See Appendix C) was used to
determine if the learners were currently at risk for type 2 diabetes. The risk assessment also
helped the learners identify what risk factors they had. Seventy-five percent of the group
members preferred visual learning, the remaining preferred auditory learning. I also used
questionnaires, informal conversations and interviews to assess the group of learners. I asked the
group of learners if they have ever gotten tested for diabetes, if they knew the signs and
symptoms of diabetes, if they had a family history of diabetes, etc. None of the learners had a
diagnosis of diabetes, nor had they been tested but they were all able to identify some risk
factors. After completing the needs assessment, I concluded that education about diabetes risk
factors, signs and symptoms and ways of prevention was needed for this specific group of
learners.
Teaching Plan
TEACHING PROJECT SUMMARY PAPER 4
After determining the focus of the teaching project, the next step was to develop a
teaching plan. Performing the needs assessment is what helped me determine what to teach. The
1. At the end of the teaching session, learners will be able to state the signs and
symptoms of type 2 diabetes and their personal risk factors for obtaining type 2
diabetes.
2. At the end of the teaching session, learners will be able to write a list of their personal
risk factors and identify at least 3 ways to prevent their risk of obtaining type 2
diabetes.
3. Learners will exert a positive attitude toward making lifestyle changes to reverse their
risk factors.
During this stage of the teaching project, I did a lot of research on diabetes through the
American Diabetes Association and Centers for Disease Control and Prevention websites to
come up with the content that I would use to help the learners meet the objectives. I gathered
information on the prevalence of diabetes in the United States, the signs and symptoms, risk
factors, ways to reverse risk factors and examples of lifestyle changes to lower or reverse risk
factors. For objective one, I used lecturing to present content and allowed myself four minutes. I
used lecture and interaction to present content pertaining to objective two and allotted myself
two minutes of time. I used instruction and encouragement to present the content for objective
three and only allotted myself one minute to do this. I chose lecturing for a majority of the
teaching session, because it was the best fit to summarize the data and main points that being
discussed. I enhanced the lecture by adding specific real-life examples. At the end of the
session, I interacted with the learners quizzing them to see how well they comprehended the
TEACHING PROJECT SUMMARY PAPER 5
information that was taught. I also asked the learners to write down a list of their personal risk
The cognitive learning theory is what I used as foundation for this teaching session. It
suggests that “the key to learning and changing is the individual’s cognition (perception, thought,
memory, ways of processing and structuring information)” (Bastable, 2019, p. 78). The
cognitive perspective that best relates to this teaching session is information processing. It
involves thought, reasoning, the way information is encountered and stored and memory
functioning (Bastable, 2019). According to Bastable (2019), there are four different stages of
information processing that includes attention, processing, memory storage, and action.
Lecturing was the best fit to allow the readers to engage in information processing. Because the
members of the group had similar characteristics such as gender, language and socioeconomic
status, lecturing was the best option to reach all learners. The first stage of information
processing involves the audience paying attention to the educator, the second stage involves how
the information is processed by the senses, the third stage involves how the information is
processed and then incorporated into short memory which later transforms into either long-term
memory or is omitted and forgotten (Bastable, 2019). Lastly, the fourth stage is the action or
Unfortunately, the actual teaching session did not go as planned because the original day
I planned for was cancelled with a very short notice. I had a very difficult time trying to
reschedule and had to change the location at the last minute. I also wanted to utilize a display
board to enhance the experience for the learners especially since 75% of them preferred visual
learning.
Evaluation
TEACHING PROJECT SUMMARY PAPER 6
I used the content evaluation and recall when evaluating the outcome of objectives 1 and
2. I asked the learners to state the signs and symptoms and risk factors of type 2 diabetes at the
end of the teaching. I asked the learners to write down their risk factors and identify 3 ways to
prevent their risk of obtaining type 2 diabetes. All of the learners were successful at performing
these tasks. The last objective was for the learners to exert a positive attitude toward making
lifestyle changes to reverse or decrease their risk factors. This objective was much harder to
evaluate than the others. I evaluated this by the attitudes of the learners and subjective
information gathered about making lifestyle changes. I also encouraged them to discuss any
challenges they foresaw in making such changes. One learner brought up the fact that healthy
eating can be expensive. We then discussed healthy alternatives that are cost effective such as
frozen vegetables, limiting foods high in sugar and carbs, and portion control. Based off of the
evaluations, I think I was effective as an instructor. Using a pre/posttest approach would have
been very valuable for this teaching session. Going forward I would have used that to help better
Summary
Overall, this was a great learning experience. I have never spent so much time focusing
on a teaching project but doing so taught me that is very valuable to do so. I now realize that
you should assess the learners prior to educating them to see how you need to modify your
educational session to best fit the needs of the learners. I also learned that you should always
have a backup date scheduled just in case things get cancelled on the day you planned for. I felt
like I should have rehearsed more prior to executing my teaching session because I was really
nervous. This teaching session was far from perfect but going forward I have the knowledge and
Honor Code
We, the students of Old Dominion University, aspire to be honest and forthright in our academic
endeavors. Therefore, we will practice honesty and integrity and be guided by the tenets of the
Monarch Creed. We will meet the challenges to be beyond reproach in our actions and our
words. We will conduct ourselves in a manner that commands the dignity and respect that we
Lareka Young
TEACHING PROJECT SUMMARY PAPER 8
References
Bastable, S. (2019). Nurse as educator(5th ed.). Place of publication not identified: Jones &
Bartlett.
https://www.cdc.gov/diabetes/basics/quick-facts.html
The Scope of Practice, Standards of Practice, and Standards of Professional Performance for
from http://www.diabetesed.net/page/_files/Standards-of-Practice-ADA-2011.PDF.
Appendix A
TEACHING PROJECT SUMMARY PAPER 10
TEACHING PROJECT SUMMARY PAPER 11
Appendix B
TEACHING PROJECT SUMMARY PAPER 12
TEACHING PROJECT SUMMARY PAPER 13
Appendix C