Diabetes case study
Diabetes Case Study
Laura Dittmer Eileen Gillespie Tracy Taylor Gina Hall Ann Slattery
NUR/427
3/17/2014
University of Phoenix
Diabetes Case Study
In order to deliver effective teaching and education to Angelo an assessment of what he knows about his illness, where his educational needs lie, and his readiness to learn must be evaluated. Completing this assessment allows the nurse educator to evaluate Angelo’s cognitive level and how to proceed with education. The nurse educator must be skilled in this teaching-learning process and have a good background and understanding of diabetes, including, diabetes complications and problems. “Each individual patient is unique in background and lifestyle, and, therefore, no one program fits any two patients' needs completely.” (Dudley, 1980) Using the information from the assessment will help guide the nurse educator in Angelo’s preferred learning style and will be able to select the appropriate teaching method to utilize. Observing return demonstration would allow the nurse educator to evaluate Angelo’s psychomotor skills with the process of obtaining his blood glucose levels and with the injection of his insulin. Asking Angelo to verbalize instructions in his own words and asking him questions allows the nurse educator to evaluate whether there are areas of instruction that need reinforcing or re-teaching. In the Angelo Reyes case he is a compliant diabetic with his regimen as a diabetic patient. The complications he experienced was due to his daily stressors and not knowing how to cope with them in a healthy way. The nurse educator will need to educate Angelo on effective ways to manage his daily stress.
References
Dudley, J. (1980). The Diabetes Educator's Role in Teaching the Diabetic Patient. Diabetes Care, 127-128.
Laura Dittmer Eileen Gillespie Tracy Taylor Gina Hall Ann Slattery
NUR/427
3/17/2014
University of Phoenix
Diabetes Case Study
In order to deliver effective teaching and education to Angelo an assessment of what he knows about his illness, where his educational needs lie, and his readiness to learn must be evaluated. Completing this assessment allows the nurse educator to evaluate Angelo’s cognitive level and how to proceed with education. The nurse educator must be skilled in this teaching-learning process and have a good background and understanding of diabetes, including, diabetes complications and problems. “Each individual patient is unique in background and lifestyle, and, therefore, no one program fits any two patients' needs completely.” (Dudley, 1980) Using the information from the assessment will help guide the nurse educator in Angelo’s preferred learning style and will be able to select the appropriate teaching method to utilize. Observing return demonstration would allow the nurse educator to evaluate Angelo’s psychomotor skills with the process of obtaining his blood glucose levels and with the injection of his insulin. Asking Angelo to verbalize instructions in his own words and asking him questions allows the nurse educator to evaluate whether there are areas of instruction that need reinforcing or re-teaching. In the Angelo Reyes case he is a compliant diabetic with his regimen as a diabetic patient. The complications he experienced was due to his daily stressors and not knowing how to cope with them in a healthy way. The nurse educator will need to educate Angelo on effective ways to manage his daily stress.
References
Dudley, J. (1980). The Diabetes Educator's Role in Teaching the Diabetic Patient. Diabetes Care, 127-128.