{"id":80,"date":"2020-11-19T04:39:50","date_gmt":"2020-11-19T09:39:50","guid":{"rendered":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/chapter\/practical-teaching-strategies-for-diabetes-educators\/"},"modified":"2020-11-19T04:39:50","modified_gmt":"2020-11-19T09:39:50","slug":"practical-teaching-strategies-for-diabetes-educators","status":"publish","type":"chapter","link":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/chapter\/practical-teaching-strategies-for-diabetes-educators\/","title":{"raw":"Practical Teaching Strategies for Diabetes Educators","rendered":"Practical Teaching Strategies for Diabetes Educators"},"content":{"raw":"\n[caption id=\"attachment_1549\" align=\"alignnone\" width=\"185\"]<a href=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/Practice-Teaching-Strategies_Lister_Melrose_2005.pdf\"><img class=\"wp-image-1549 size-full imgborder\" src=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/Practice-Teaching-Strategies_Lister_Melrose_2005.png\" alt=\"Practical Teaching Strategies for Diabetes Educators\" width=\"185\" height=\"240\"><\/a> [PDF - 448 KB][\/caption]\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Citation<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\nLister, T. &amp; Melrose, S. (2005, Summer). Practical teaching strategies for diabetes educators. Diabetic Quarterly, p 5.\n\n<\/div>\n<\/div>\nParticipant learning in diabetes education is enhanced by dynamic and enriching experiences. Three key teaching strategies to facilitate meaningful patient-centred learning experiences are responding to immediate needs, incorporating group work and offering a variety of instructional methods. Effective teaching strategies bridge the gap between knowledge and practice, and guide patients through the lifestyle change process (1).\n<h1>Respond to immediate needs<\/h1>\nEffective teaching occurs when diabetes educators meet patients\u2019 immediate needs and accept their learning needs and goals (2). To this end, they should:\n<ul>\n \t<li>Assess learning needs and preferred learning methods to create an individual plan.<\/li>\n \t<li>Capture teachable moments. Motivation is highest during these moments, which are likely to occur when the patient perceives the need to learn new skills or change existing habits.<\/li>\n \t<li>Address 'burning' questions. Providing telephone communication shortly after diagnosis is an effective means of addressing important questions and capturing teachable moments (3).<\/li>\n<\/ul>\n<h1>Incorporate group work<\/h1>\nAdults want control over what and how they learn (4). Diabetes educators can facilitate adult learning through the structure of group classes with the following:\n<ul>\n \t<li>Give the responsibility of learning to the learner (2).<\/li>\n \t<li>Create stimulating learning environments. Small-group teaching is generally well accepted by learners; group discussions can also foster the discussion of realistic solutions by those with similar experiences (4,5).<\/li>\n \t<li>Appropriate scheduling will improve attendance. Shorter classes focusing on 1 topic are more effective than those that incorporate many topics over several days (6). Short sessions with mini-topics offered at various times provide the option of attending<\/li>\n<\/ul>\nclasses when the need for knowledge has been identified by the patient.\n<ul>\n \t<li>Encourage lifelong continuing education by providing interesting and fun events. Those that offer hot topics or a form of entertainment will encourage attendance. Ongoing education reinforces knowledge and enhances lifestyle change efforts (7).<\/li>\n \t<li>Develop strategies that promote the participation of all and reduce the dominance of a few, e.g. invite participants to construct group rules at the beginning of the session and encourage reluctant participants to interject comments by requesting round robin responses.<\/li>\n \t<li>Limit presentations to 20 minutes, with a recap every 7 to 10 minutes followed by a discussion with strategies for behaviour change (8).<\/li>\n<\/ul>\n<h1>Offer a variety of instructional methods<\/h1>\nNot all adults learn the same way, so it is important to provide a variety of teaching tools (4,5):\n<ul>\n \t<li>Educational videos are helpful for low-literacy individuals (4,5).<\/li>\n \t<li>Case studies integrate knowledge and enhance problem-solving skills (9).<\/li>\n \t<li>Have fun! Well designed games are effective for promoting praxis, reinforcing complex facts and assessing knowledge and skills (4). Crossword puzzles can introduce new vocabulary in a comfortable, non-threatening way and can be created with software programs (10).<\/li>\n \t<li>Humour enhances the learning environment by increasing the comfort level of participants. It also enhances the development of problem-solving skills and encourages experimentation with new thoughts and ideas (11).<\/li>\n \t<li>Establish opportunities for self-directed learning that extend beyond formal sessions. A lending library of videos and books is an effective, efficient and economical strategy for alternative learning.<\/li>\n<\/ul>\n<h1>Conclusion<\/h1>\nThe current literature suggests that adult education should respond to patients\u2019 immediate needs, incorporate group work and offer a variety of instructional methods, all of which clearly enhance learning experiences. Interaction with and involvement from participants in personally meaningful ways enhances the learning environment.\n<h1>References<\/h1>\n<div>\n<p class=\"hanging-indent\">1. Mensing C, Norris S. Group education in diabetes: Effectiveness and implementation. <em>Diabetes Spectrum<\/em>. 2003;16:96-98.<\/p>\n<p class=\"hanging-indent\">2. Bartol T. Putting the patient with diabetes in the driver\u2019s seat. <em>Nursing<\/em>. 2002;32:53-56.<\/p>\n<p class=\"hanging-indent\">3. Izquierdo R, Knudson P, Meyer S, et al. Comparison of diabetes education administered through telemedicine versus in per- son. <em>Diabetes Care<\/em>. 2003;26:1002-1009.<\/p>\n<p class=\"hanging-indent\">4. Musinski B. The educator as facilitator: A new kind of leadership. <em>Nursing Forum<\/em>. 1999;34:23-30.<\/p>\n<p class=\"hanging-indent\">5. North M, Harbin C, Clark K. A patient education MAP: An integrated, collaborative approach for rehabilitation. <em>Rehabil Nurs<\/em>. 1999;24:13-19.<\/p>\n<p class=\"hanging-indent\">6. Zemke R, Zemke S. 3<em>0<\/em> <em>Things<\/em> <em>We<\/em> <em>Know<\/em> <em>for<\/em> <em>Sure<\/em> <em>About<\/em> <em>Adult<\/em> <em>Learning<\/em>. Faculty Development website, Honolulu Community College, Honolulu, Hawaii. Available at: <a href=\"http:\/\/honolulu.hawaii.edu\/intranet\/committees\/FacDevCom\/guidebk\/teachtip\/adults3.htm\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/honolulu.hawaii.edu\/intranet\/committees\/FacDevCom\/guidebk\/teachtip\/adults3.htm<\/a>. Accessed June 16, 2005.<\/p>\n<p class=\"hanging-indent\">7. Whittemore R, Bak P, Melkus G, et al. Promoting lifestyle change in the prevention and management of type 2 diabetes. <em>J Am Acad Nurse Prac<\/em>. 2003;15:341-349.<\/p>\n<p class=\"hanging-indent\">8. Funnell MM, Anderson RM. Putting Humpty Dumpty back together again: Reintegrating the clinical and behavioral components in diabetes care and education. <em>Diabetes Spectrum<\/em>. 1999;12:19-22.<\/p>\n<p class=\"hanging-indent\">9. McGinty SM. Case-method teaching: An overview of the pedagogy and rationale for its use in physical therapy education. <em>J Phys Therapy Educ<\/em>. 2000;14:48-52.<\/p>\n<p class=\"hanging-indent\">10. Crossword Weaver crossword puzzle maker. Variety Games Inc. Available at: <a href=\"http:\/\/www.crosswordweaver.com\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.crosswordweaver.com<\/a>. Accessed June 16, 2005.<\/p>\n<p class=\"hanging-indent\">11. Hayden-Miles M. Humor in clinical nursing education. <em>J Nurs Educ<\/em>. 2002;41:420-425.<\/p>\n\n<\/div>\n&nbsp;\n","rendered":"<figure id=\"attachment_1549\" aria-describedby=\"caption-attachment-1549\" style=\"width: 185px\" class=\"wp-caption alignnone\"><a href=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/Practice-Teaching-Strategies_Lister_Melrose_2005.pdf\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-1549 size-full imgborder\" src=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/Practice-Teaching-Strategies_Lister_Melrose_2005.png\" alt=\"Practical Teaching Strategies for Diabetes Educators\" width=\"185\" height=\"240\" \/><\/a><figcaption id=\"caption-attachment-1549\" class=\"wp-caption-text\">[PDF &#8211; 448 KB]<\/figcaption><\/figure>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Citation<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Lister, T. &amp; Melrose, S. (2005, Summer). Practical teaching strategies for diabetes educators. Diabetic Quarterly, p 5.<\/p>\n<\/div>\n<\/div>\n<p>Participant learning in diabetes education is enhanced by dynamic and enriching experiences. Three key teaching strategies to facilitate meaningful patient-centred learning experiences are responding to immediate needs, incorporating group work and offering a variety of instructional methods. Effective teaching strategies bridge the gap between knowledge and practice, and guide patients through the lifestyle change process (1).<\/p>\n<h1>Respond to immediate needs<\/h1>\n<p>Effective teaching occurs when diabetes educators meet patients\u2019 immediate needs and accept their learning needs and goals (2). To this end, they should:<\/p>\n<ul>\n<li>Assess learning needs and preferred learning methods to create an individual plan.<\/li>\n<li>Capture teachable moments. Motivation is highest during these moments, which are likely to occur when the patient perceives the need to learn new skills or change existing habits.<\/li>\n<li>Address &#8216;burning&#8217; questions. Providing telephone communication shortly after diagnosis is an effective means of addressing important questions and capturing teachable moments (3).<\/li>\n<\/ul>\n<h1>Incorporate group work<\/h1>\n<p>Adults want control over what and how they learn (4). Diabetes educators can facilitate adult learning through the structure of group classes with the following:<\/p>\n<ul>\n<li>Give the responsibility of learning to the learner (2).<\/li>\n<li>Create stimulating learning environments. Small-group teaching is generally well accepted by learners; group discussions can also foster the discussion of realistic solutions by those with similar experiences (4,5).<\/li>\n<li>Appropriate scheduling will improve attendance. Shorter classes focusing on 1 topic are more effective than those that incorporate many topics over several days (6). Short sessions with mini-topics offered at various times provide the option of attending<\/li>\n<\/ul>\n<p>classes when the need for knowledge has been identified by the patient.<\/p>\n<ul>\n<li>Encourage lifelong continuing education by providing interesting and fun events. Those that offer hot topics or a form of entertainment will encourage attendance. Ongoing education reinforces knowledge and enhances lifestyle change efforts (7).<\/li>\n<li>Develop strategies that promote the participation of all and reduce the dominance of a few, e.g. invite participants to construct group rules at the beginning of the session and encourage reluctant participants to interject comments by requesting round robin responses.<\/li>\n<li>Limit presentations to 20 minutes, with a recap every 7 to 10 minutes followed by a discussion with strategies for behaviour change (8).<\/li>\n<\/ul>\n<h1>Offer a variety of instructional methods<\/h1>\n<p>Not all adults learn the same way, so it is important to provide a variety of teaching tools (4,5):<\/p>\n<ul>\n<li>Educational videos are helpful for low-literacy individuals (4,5).<\/li>\n<li>Case studies integrate knowledge and enhance problem-solving skills (9).<\/li>\n<li>Have fun! Well designed games are effective for promoting praxis, reinforcing complex facts and assessing knowledge and skills (4). Crossword puzzles can introduce new vocabulary in a comfortable, non-threatening way and can be created with software programs (10).<\/li>\n<li>Humour enhances the learning environment by increasing the comfort level of participants. It also enhances the development of problem-solving skills and encourages experimentation with new thoughts and ideas (11).<\/li>\n<li>Establish opportunities for self-directed learning that extend beyond formal sessions. A lending library of videos and books is an effective, efficient and economical strategy for alternative learning.<\/li>\n<\/ul>\n<h1>Conclusion<\/h1>\n<p>The current literature suggests that adult education should respond to patients\u2019 immediate needs, incorporate group work and offer a variety of instructional methods, all of which clearly enhance learning experiences. Interaction with and involvement from participants in personally meaningful ways enhances the learning environment.<\/p>\n<h1>References<\/h1>\n<div>\n<p class=\"hanging-indent\">1. Mensing C, Norris S. Group education in diabetes: Effectiveness and implementation. <em>Diabetes Spectrum<\/em>. 2003;16:96-98.<\/p>\n<p class=\"hanging-indent\">2. Bartol T. Putting the patient with diabetes in the driver\u2019s seat. <em>Nursing<\/em>. 2002;32:53-56.<\/p>\n<p class=\"hanging-indent\">3. Izquierdo R, Knudson P, Meyer S, et al. Comparison of diabetes education administered through telemedicine versus in per- son. <em>Diabetes Care<\/em>. 2003;26:1002-1009.<\/p>\n<p class=\"hanging-indent\">4. Musinski B. The educator as facilitator: A new kind of leadership. <em>Nursing Forum<\/em>. 1999;34:23-30.<\/p>\n<p class=\"hanging-indent\">5. North M, Harbin C, Clark K. A patient education MAP: An integrated, collaborative approach for rehabilitation. <em>Rehabil Nurs<\/em>. 1999;24:13-19.<\/p>\n<p class=\"hanging-indent\">6. Zemke R, Zemke S. 3<em>0<\/em> <em>Things<\/em> <em>We<\/em> <em>Know<\/em> <em>for<\/em> <em>Sure<\/em> <em>About<\/em> <em>Adult<\/em> <em>Learning<\/em>. Faculty Development website, Honolulu Community College, Honolulu, Hawaii. Available at: <a href=\"http:\/\/honolulu.hawaii.edu\/intranet\/committees\/FacDevCom\/guidebk\/teachtip\/adults3.htm\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/honolulu.hawaii.edu\/intranet\/committees\/FacDevCom\/guidebk\/teachtip\/adults3.htm<\/a>. Accessed June 16, 2005.<\/p>\n<p class=\"hanging-indent\">7. Whittemore R, Bak P, Melkus G, et al. Promoting lifestyle change in the prevention and management of type 2 diabetes. <em>J Am Acad Nurse Prac<\/em>. 2003;15:341-349.<\/p>\n<p class=\"hanging-indent\">8. Funnell MM, Anderson RM. Putting Humpty Dumpty back together again: Reintegrating the clinical and behavioral components in diabetes care and education. <em>Diabetes Spectrum<\/em>. 1999;12:19-22.<\/p>\n<p class=\"hanging-indent\">9. McGinty SM. Case-method teaching: An overview of the pedagogy and rationale for its use in physical therapy education. <em>J Phys Therapy Educ<\/em>. 2000;14:48-52.<\/p>\n<p class=\"hanging-indent\">10. Crossword Weaver crossword puzzle maker. Variety Games Inc. Available at: <a href=\"http:\/\/www.crosswordweaver.com\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/www.crosswordweaver.com<\/a>. Accessed June 16, 2005.<\/p>\n<p class=\"hanging-indent\">11. Hayden-Miles M. Humor in clinical nursing education. <em>J Nurs Educ<\/em>. 2002;41:420-425.<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n","protected":false},"author":1,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":"","_wp_rev_ctl_limit":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-80","chapter","type-chapter","status-publish","hentry"],"part":78,"_links":{"self":[{"href":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-json\/pressbooks\/v2\/chapters\/80","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":0,"href":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-json\/pressbooks\/v2\/chapters\/80\/revisions"}],"part":[{"href":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-json\/pressbooks\/v2\/parts\/78"}],"metadata":[{"href":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-json\/pressbooks\/v2\/chapters\/80\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-json\/wp\/v2\/media?parent=80"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-json\/pressbooks\/v2\/chapter-type?post=80"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-json\/wp\/v2\/contributor?post=80"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-json\/wp\/v2\/license?post=80"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}