The selected population is adults diagnosed with Type 2 diabetes mellitus (T2DM). The latter cannot be, treated but patients receive medications to avoid adverse events associated with the ailment. In this case, the selected members need to practice self-care to manage the condition so as to avoid macro and microvascular complications related to T2DM. According to Zoungas et al. (2014), the aspects of self-care relates to routine medication where patients use insulin as per the recommended time to facilitate the metabolism of sugar in the blood. Besides, the other component of self-care is on dietary choices.
Since the selected population is required to embrace self-care, they need an education on what to practice. I will inform the patients about drug combination therapy that will optimize care. They will need to know steps to be undertaken on medication as well as inform them about the proper timing of the drugs administered to them. I will introduce the idea of self-monitoring of blood glucose and enlight them about recommended levels for healthy living. Zoungas et al. (2014) posit that patients also need information on complications related to T2DM. Specifically, I will inform them about diabetes ketoacidosis, hyperglycemic state as well as neuropathy and nephropathy. Nonetheless, I will address the benefits of a healthy diet and emphasize the values of selecting foods with a low glycemic index. The patients will also be educated on the benefit of moderate and regular exercise to control weight as well as enhance the activity of insulin in the body.
The effectiveness of teaching can be evaluated using various instruments. According to Abdullah et al. (2016), questionnaires can be used to establish whether patients have acquired the information. This provides a set of questions which patients are required to answer. Ramadani, Supahar, and Rosana (2017) postulate that interview can as well offer an evaluation of the education on self-care. Interviews can be semi-structured or structured based on the type of client.
Even though questionnaires are administered at the end of the teaching, they widely elicit the opinions of the learners with regard to content taught. Studies on reliability as well as validity affirm this instrument to yield satisfaction on both the educator and the learner (DeYoung, 2015). However, judgments of the respondents about questions asked can alter the accuracy of the instrument. It requires that questions must be carefully selected to conform to the appeals of the population under study and this can affect the feasibility of the outcome as well as the answers given (Bradshaw & Lowenstein, 2014). Evaluating the effectiveness of teaching using questionnaires can be challenging especially when most of the questions asked address sensitive life of a patient for example about the number of family members suffering from type 2 diabetes mellitus.
Interviews are effective instruments of evaluation as it provides immediate feedback about the responses of the learners. Specifically, highly structured interviews are reliable and can be validated as they are based on protocols questions and answers. Besides, interviews are appropriate for the selected population as they probe details of patients about their knowledge of type 2 diabetes and self-care. In this case study, interviews guarantee the feasibility of the feedback in improving care to patients with diabetes (DeYoung, 2015). However, the accuracy of the interview can be compromised when the interviewer does not establish a rapport with the respondent. Moreover, the approach requires a great deal of time since patients will need to comprehend the questions before responding.
Based on the listed evaluation instruments, I prefer interviews to guide my teaching for the patient. The approach provides immediate feedback which can be used for summative evaluation of the education session. It provides an opportunity for me to build trust with the patient which can be helpful during reviews (Bradshaw & Lowenstein, 2014). I will also be able to interact with the client to gain insights into other aspects of care to improve sugar control. I consider this approach less expensive compared to the use of questionnaires.
References
Abdullah, N., Wahab, N. A., Noh, N. M., Abdullah, E. M., & Ahmad, A. (2016). The evaluation and effectiveness of school-based assessment among science teachers in Malaysia using the CIPP Model. International Journal of Advanced and Applied Sciences, 3(11), 1-7.
Bradshaw, M. J., & Lowenstein, A. J. (2014). Innovative teaching strategies in nursing and related health professions (6th ed.). Boston, MA: Jones & Bartlett.
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