The primary purpose of this paper is about exploring the process of teaching as a nurse and learning the process in disease patient. Before giving the introduction of this article, it is necessary to formulate the title of this assignment so it will be easier and categories for everyone to clearly know in which path this paper is directing for us.
The title of this paper is “The responsibility of diabetes educators in teaching about the diabetic patient” (Vella, 2008).
As identifying and describing learners than the education of nursing staff, patient, family and friends related to the nursing of diabetic patients are tremendously significant for providing the highest quality healthcare to the diabetic patient. A diabetic educator is a new approach in clinical practice which is specially designed for improving the quality education related to the diabetic patient. These educators have particular responsibilities in which they have to assess every diabetic patient from different techniques and procedures. Moreover, they are responsible for teaching about the understanding of diabetes and including the problems, and it relates complications.
The educator must be sufficiently skilled about how to execute the successful teaching-learning process along with thoroughly well informed related to diabetes and its precautions. The learners are the patients, patient family members and other people’s that relates to the patient. So the responsibility of these groups of individuals’s is to carefully listen and implementing on the instructions of diabetic educators for your own benefits (Dunning, 2013).
The educational setting related to the nursing staff development, education for the patient about the disease as well as education for the patient family member and others is really necessary for the superior health care to tackle the diabetes disease. Within this, the responsibility of diabetic educator is a most significant one that must have a competency along with the responsibility to assess the usefulness of teaching and learning that are going to implement and educate others. This assessment presents the evidence about how to nicely deal the diabetic patients for providing the quickest and efficient remedy for the disease. It is only possible while the nursing staff, patient itself, family members of the patient and others is well informed related to precautions, actions, carefulness and complete understanding about the illness. Through proper management and care, it is sure that the inclusion of telephone calls, hospital visits, and hospitalisation will be decreased by the patient.
As discussed learner assessment, then at the initial level firstly the diabetic educator must recognise the requirements as well as the problems of the patient and then educate the patient, family members or others related to its planning and be diagnosing.
Learner assessment presents the necessary information related to the patient along with his or her support group. For learning about the patient, then there is a need to know your patient’s concerns, educational level, developmental level, and readiness to learn, which is tremendously significant for the successful communication. However, assessing learning requirements as well as preparation permit you to separate the information for every patient. For evaluating the learning, requirements find out the answers to the question, such as: what the patient needs or requires to know or do? What the patient already knows about their health condition? What the patient is eager along with the capability to learn? What are the priorities of patient? and what are the existing barriers to learning? (White).
For understanding an additional about your patient’s concerns, educational level, developmental level, and readiness to learn, it is excellent to compare the actual level of a patient’s (KSBA) which stand for knowledge, skill, behaviour, and attitude to its preferred level. Through the gap in the middle of the actual and preferred level, you will find about the learning requirements related to the patient self-care, maintenance of current health.
The selection of the topic such as “the responsibility of diabetes educators in teaching about the diabetic patient” is necessary because everyone knows that the condition of diabetic or any health diseases related education is not good in our hospitals as well as the majority of nurses believed that giving education is not a part of their duty as it’s only doctor’s work to guide their patients.
Researchers confirmed that within developing and the un-developing countries, the hospital facilities were not satisfactory as well as due to shortage of time and a bulk number of a patient’s doctor could not give sufficient time for educating patients and their families related to the diabetes disease, so, in this case, the responsibility of the diabetes educator plays an effective responsibility in teaching about diabetes and how to deal with diabetic patients. As a diabetes educator, firstly you have educated yourself, second the patients, third the patient family members and fourth the support group of the patients. For attaining the excellence in this profession, a diabetic educator requires getting well informed in such categories such as a safe and effective use of medications, diet and nutrition, medical equipment and supplies, personal hygiene, pain management, rehabilitation, patient rights, patient responsibilities, community resources and others.
Within a hospital, it is truly essential for the educational development of diabetes educator to give necessary important related to diabetic patient teaching at a time of hiring as well as constantly formulating the training sessions for updating their information level. On the other hand, it is equally essential to do documentation of this teaching for the purpose of evaluation and compensations. Well, giving educating on a starting level is excellent for everyone, because, in the sensitive care setting, diabetic educators regularly stated that they don’t have sufficient time educating themselves. There are some teaching approaches that diabetic educators must practice on a daily basis, such as remember to document, use basic teaching principles, plan to teach during an uninterrupted time, look for teaching moments, choose the right time and emphasise which is necessary (Bradshaw & Lowenstein, 2007).
Well, the formal or informal both teaching requires an effective plan to execute on or otherwise it becomes disorganised along with the patient’s require for information goes unattended. Here are some supported answers with relevant examples which are extremely helpful in ordering or sequencing the learning experiences of diabetic patients.
The learning can be possible when there is some interest in it. It is necessary for the diabetes educator to begin teaching something which the learner who is a patient or a support group of a patient has identified as a concern and a requirement for them. For example, before the patient learns how to intake, insulin by himself, a young person is looking for the information about how to adjust his lifestyle so he can also play energetic sports like football and others.
Teach the fundamental health theory firstly when there are variations in a procedure, then later proceed with the variations. For example, teach a patient and its support group about how to insert a Foley catheter rather than teach him what to do if the catheter is not working properly.
Bradshaw, M., & Lowenstein, A. (2007). Innovative Teaching Strategies in Nursing and Related Health Professions. Jones & Bartlett Learning.
Dunning, T. (2013). Care of People with Diabetes: A Manual of Nursing Practice. John Wiley & Sons.
Vella, J. (2008). On Teaching and Learning: Putting the Principles and Practices of Dialogue Education Into Action. John Wiley & Sons.
White, L. Foundations of Basic Nursing. Cengage Learning.