The targeted disease for this instructional unit is diabetes mellitus (DM). Munzenmaier and Rubin (2013) define diabetes mellitus (DM) as “a chronic, lifelong disease that affects the body’s ability to use sugar and energy found in consumed food” (p. 3). The major types of DM have several issues or things in common. For instance, DM is “associated with the body’s inability to produce or use the available insulin” (Rispin, Kang, & Urban, 2009, p. 30). A powerful lesson plan can therefore be used to educate more people about the dangers and management processes associated with DM.
Identification and Description of the Learners
The main purpose of this lesson plan is to inform and sensitize more people about the issues associated with diabetes mellitus. The first targeted group is characterized by patients with this condition. A patient with DM should be equipped with appropriate skills and ideas to manage the disease. This practice is essential because “there is no known cure for diabetes mellitus” (Ozougwu, Obimba, Belonwu, & Unakalamba, 2014, p. 47). Medical practitioners embrace “the use of proper weight management, exercise, and nutrition to deal with diabetes” (Ozougwu et al., 2014, p. 48). Patients should also be informed about the best education processes to deal with this chronic disease. The lesson plan will be carefully designed to suit the changing needs of every patient.
The second lesson plan will focus on the needs of different family members. Family education can present useful concepts and ideas that can support the needs of different individuals. The family should be aware of the best strategies to deal with diabetes (Ozougwu et al., 2014). As well, family members should be ready to promote the best Disease Management Plans (DMPs) for their patients. The members should also embrace various strategies to have healthy lifestyles (Rispin et al., 2009). Caregivers and medical practitioners will also be equipped with new skills that can be used to deal with diabetes mellitus. The practitioners will embrace such skills to promote the best DMPs.
Individuals “with diabetes tend to have comprehensive needs” (Ozougwu et al., 2014, p. 48). The educational plan will therefore focus on the best ways to support the needs of the targeted patients. The major educational aspects will include “monitoring blood glucose and medications” (Ozougwu et al., 2014, p. 51). Patients with DM should be able “to monitor the levels of blood glucose to achieve the best results” (Rispin et al., 2009, p. 31). The educational setting will also focus on food and diet planning. Individuals with this condition should eat balanced diets to achieve the best health outcomes. The other issues to consider include “management of opportunistic diseases, management of hyperglycemic episodes, skincare, and knowledge of medications” (Rispin et al., 2009, p. 31). The educational setting will also focus on the best lifestyle changes that can be used to manage this condition. The main purpose of this educational plan is to equip more patients with the best health improvement practices.
Similar issues will be considered when preparing the best educational programs for different families. However, the educational plan will focus mainly on the best supportive measures to assist different family members (Shrivastava, Shrivastava, & Ramasamy, 2013). The educational setting will also identify the best behaviors and practices towards dealing with this condition. Staff education will include various clinical practices and approaches for improving the quality of patient care (Ozougwu et al., 2014). They will also identify new theories and models that can support the health needs of many patients. The main goal of these educational plans is to support the needs of every person.
Educational level: The targeted patients are the ones with basic education. The lesson plan will focus on the needs of many patients who have completed high school. This approach will ensure more individuals with DM acquire the best ideas and concepts (Redmon et al., 2014).
Developmental level: Most of the patients affected by DM are adults. They are usually informed about the importance of positive health outcomes. They will embrace new ideas and concepts to achieve their goals (Shrivastava et al., 2013). Most of the targeted patients have the potential to focus on the best DMPs without the assistance of other individuals.
Readiness to learn: Many patients will be ready to learn and acquire new concepts that can support their DMP philosophies (Redmon et al., 2014). This fact explains why the targeted lesson plan will be successful.
Educational level: Family education should focus on different individuals with diverse skills and educational levels. The majority of the targeted family members are the ones who have completed school. Such individuals will acquire new concepts by their educational levels (Shrivastava et al., 2013).
Developmental level: The targeted learners are aware of various health goals and practices. The educational program will inform them about the best approaches and disease management practices. The diverse developmental levels of different family members explain why the lesson plan will address the needs of every community (Redmon et al., 2014).
Readiness to learn: Many communities have been responding positively to various programs and campaigns aimed at dealing with various diseases (Rispin et al., 2009).
Educational level: The targeted practitioners have completed their respective courses in medical practice or nursing. This fact explains why these learners will respond positively to the lesson plan. They will acquire new skills in an attempt to offer the best medical services to more patients with diabetes. These practitioners will also “present new evidence-based concepts that can promote the best outcomes for different family members and patients” (Rispin et al., 2009, p. 34)
Developmental level: Health practitioners possess some of the best skills. They understand how to make appropriate decisions and solve problems. These developmental levels explain why they will pioneer the best DMP practices (Redmon et al., 2014). The targeted lesson plan will empower them to support more patients with diabetes mellitus.
Readiness to learn: The targeted practitioners will be ready to learn and acquire new skills. Some will embrace the educational plan to improve their competencies in diabetes management. Advanced practice nurses (APNs) will acquire new concepts that can support their career objectives (Shrivastava et al., 2013). They will eventually become competent promoters of quality patient care.
Purpose and Rationale for Selecting this Topic
Diabetes mellitus (DM) is a serious condition affecting many citizens in every country. Many people are engaging in various lifestyles that expose them to different health problems. This development explains why diseases such as diabetes, cancer, and hypertension continue to affect many people (Munzenmaier & Rubin, 2013). The Centers for Disease Control (CDC) indicates that over 6 percent of America’s population has DM (Ozougwu et al., 2015). This percentage is equivalent to over 17 million citizens. These statistics explain why DM is a major disease threatening the lives of many citizens. More people are also diagnosed with this condition every day. That being the case, a powerful topic was identified and selected in an attempt to inform more people about the issues associated with this disease. An empowered family will embrace the best practices to support every patient (Shrivastava et al., 2013). The targeted medical practitioners will also acquire new health management and evidence-based skills that can produce the most desirable results.
Theoretical Basis for Teaching
A powerful theoretical framework will be used to support and guide this educational plan. Callister (2010) believes that “Bloom’s taxonomy of behavioral objectives offers powerful levels towards promoting every learning process” (p. 196). Learning is defined by three powerful domains that make it easier for the targeted individuals to achieve their objectives. Such domains include “cognitive, affective, and psychomotor learning” (Callister, 2010, p. 198). The learning model makes it easier for more people to “acquire knowledge, interpret it, and use evidence-based ideas to address the issues affecting them” (Callister, 2010, p. 198). The framework indicates that “cognitive learning focuses on different approaches such as knowledge, comprehension, application, analysis, synthesis, and evaluation” (Callister, 2010, p. 212). This framework will ensure the targeted learners develop new skills that can be used to deal with diabetes mellitus. This model will therefore be adjusted to support the needs of every targeted learner. The approach will eventually support the health needs of many patients in the community.
Callister, P. (2010). Time to Blossom: An Inquiry into Bloom’s Taxonomy as a Hierarchy and Means for Teaching Legal Research Skills. Law Library Journal, 102(2), 191-219.
Munzenmaier, C., & Rubin, N. (2013). Bloom’s Taxonomy: What’s Old Is New Again. The eLearning Guild, 1(1), 1-47.
Ozougwu, J., Obimba, K., Belonwu, C., & Unakalamba, C. (2014). The Pathogenesis and Patho-physiology of Type 1 and Type 2 Diabetes Mellitus. Journal of Physiology and Pathophysiology, 4(4), 46-57.
Redmon, B., Caccamo, D., Flavin, P., Michels, R., O’Connor, P., Roberts, J.,…Sperl-Hillen, J. (2014). Diagnosis and Management of Type 2 Diabetes Mellitus in Adults. ICSI, 1(1), 1-86.
Rispin, C., Kang, H., & Urban, R. (2009). Management of Blood Glucose in Type 2 Diabetes Mellitus. American Family Physician, 79(1), 29-36.
Shrivastava, S., Shrivastava, P., & Ramasamy, J. (2013). Role of Self-Care in Management of Diabetes Mellitus. Journal of Diabetes & Metabolic Disorders, 12(14), 1-5.