N493-DQ5-Reply
JS79
SSHW-N493-DQ5-Reply.docxPlease reply to Cynthia Wolfe – Please note minimum of 200 words. Please cite one scholarly source. In-text citation should be included.
With over 29.1 million Americans—9.3% of the United States population—diagnosed with diabetes and another 86 million with prediabetes, there are a lot of people needing diabetes education (ADA, 2014). I will be teaching my audience about the importance of nail care for diabetes. My audience all have high school educations, and some have college educations. Although all consider themselves educated, all say they are lax when it comes to their health and especially the control of their diabetes. So, do I consider them uneducated when it comes to their health, lazy, or do they just don't care? No one likes to be called any of these things above, so how do I go about teaching these ladies without being offensive? I want to be aggressive with teaching in just the right manner. I want to make the right impression, because obviously what they have been taught thus far has not worked. All have lived with A1C greater than 7 and 8s for many years and do not get the fear factor of this. Eventually their health is going to fail, and I want them to understand this. I want them to understand that the bell is toiling for them, and this presentation is their wake-up call. The chronic hyperglycemia of diabetes is associated with long-term macro- and microvascular damage, dysfunction, and failure of various organs, especially the eyes, kidneys, nerves, heart, and blood vessels” (ADA, 2011). Clearly knowledge is needed before you can teach, however research confirms the adage that people care more about how much you care and not just how much you know (Ciechanowski, 2001;Brown, 1990). I want the ladies to know how much I care about the disease and how much I care about them. So many people in my family suffered with this disease and I see so much misinformation today in my family and my patients and I feel that even with how much I try to teach them, I end up on empty. I want to be a better teacher and I hope this presentation will help me. With Breanna and the ladies, I want to use the tools that they give me to not only teach my family but also my patients and grow from this experience. I will use video and a give a break after 30 minutes and do not use large words or medical jargon that is not easily understandable. I think this will be a wonderful, productive presentation.
References
American Diabetes Association (ADA). (2011, January). Diagnosis and
classification of diabetes mellitus. Diabetes Care 27:s62. Retrieved
November 1, 2015 from
http://care.diabetesjournals.org/content/27/suppl_1/s5.full.
American Diabetes Association (ADA). (2014). National Statistics Report.
Statistics About Diabetes. Retrieved November 1, 2015 from
Ciechanowski P, Katon W, Russo J, Walker, E. (2001). The patient-provider
relationship: Attachment theory and adherence to treatment in
diabetes. American Journal of Psychiatry 158(1):29–35. Retrieved
November 18, 2015 from
http://ajp.psychiatryonline.org/doi/10.1176/appi.ajp.158.1.29.
Please reply to Florence Kum – Please note minimum of 200 words. Please cite one scholarly source. In-text citation should be included.
I will conduct the teaching presentation based on the community assessment I conducted earlier. In the assessment, it was determined that stroke is still one of the major health concerns in the community. African Americans, older adults, people with a history of hypertension, and cigarette smokers were determined to be at greater risk of the condition than the general population. Therefore, the teaching materials had to be selected based on the audience's preferences. During the assessment, I had to determine the learning styles of different members. There are different learning styles, including auditory, visual and kinesthetic (İlçin et al., 2018). The audience, therefore, prefers a learning style based on their interest. While I decided to use a mixed method, I had to select the best approach based on the audience's needs at particular stages. I employed this to determine the teaching materials I would use.
The teaching materials I assembled for this case include a computer, projector, and charts. The computers are for preparing the teaching content such as the PowerPoint presentation. I would therefore use the projector to ensure that the presentation is visible in large fonts. This will significantly cater to the audience's receptivity to learning. Amin et al. (2018) claim that a major benefit of projecting the learning materials is that it provides clear visuals and effective interaction. In this case, I will be able to effectively interact with the audience and provide them with the necessary information. The charts will also be essential teaching materials. Considering that most of the audience members preferred visual learning styles. I will use the charts to provide picture illustrations and summaries. Some people prefer visual aids when learning since it helps them to remember effectively (Buckley & Nerantzi, 2020). Therefore, I will use the picture from the different charts to illustrate points, especially those needing step-by-step guidance.
I will also employ aspects of kinesthetic learning styles, which include demonstrations and role play. Some prefer learning by participating in the process through role plays and trying out the taught materials. This will often come in handy when teaching the audience different physical activities, they could take part in to prevent the risks of stroke. The audience participating in the process will be one of the ways of aiding their learning as they will often actively engage in the process. This will promote significant retention of the learned content (Latif et al., 2018). Therefore, the different materials selected in every step of the education will be shaped by the needs of the audience at that instance.
References
Amin, M., Azim, M., & Kalam, M. (2018). The benefit of using multimedia projector in English Language teaching classroom. International Journal of Social Sciences & Humanities, 3(1), 62-76.
Buckley, C., & Nerantzi, C. (2020). Effective use of visual representation in research and teaching within higher education. International Journal of Management and Applied Research, 7(3), 196-214.
İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC Medical Education, 18(1), 1-8.
Latif, R., Mumtaz, S., Mumtaz, R., & Hussain, A. (2018). A comparison of debate and role play in enhancing critical thinking and communication skills of medical students during problem based learning. Biochemistry and Molecular Biology Education, 46(4), 336-342.
