Sie sind auf Seite 1von 13

Running head: TEACHING PROJECT SUMMARY PAPER 1

Teaching Project Summary Paper

Old Dominion University

Lareka Young
TEACHING PROJECT SUMMARY PAPER 2

Teaching Project Summary Paper

“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

to plan my teaching project.

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

three objectives of my teaching plan were:

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

factors and three ways to decrease those risk factors.

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

response the learners have after processing the information learned.

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

evaluate the effectiveness of the teaching session.

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

skills to successfully accomplish another teaching project.


TEACHING PROJECT SUMMARY PAPER 7

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

also give to others.

Lareka Young
TEACHING PROJECT SUMMARY PAPER 8

References

Bastable, S. (2019). Nurse as educator(5th ed.). Place of publication not identified: Jones &

Bartlett.

Diabetes Quick Facts | Basics | Diabetes | CDC. (n.d.). Retrieved from

https://www.cdc.gov/diabetes/basics/quick-facts.html

Symptoms. Retrieved from http://www.diabetes.org/diabetes-basics/symptoms

The Scope of Practice, Standards of Practice, and Standards of Professional Performance for

Diabetes Educators [PDF file]. American Association of Diabetes Educators. Retrieved

from http://www.diabetesed.net/page/_files/Standards-of-Practice-ADA-2011.PDF.

Type 2. Retrieved from http://www.diabetes.org/diabetes-basics/type-2


TEACHING PROJECT SUMMARY PAPER 9

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

Das könnte Ihnen auch gefallen