An Education Plan on Diabetes in Youth
- Teach youths how to manage type II diabetes through physical activities and good eating habits (skill-based objective)
- To help youths to participate in diabetes awareness programs (affective objective)
- To teach youths the different types of diabetes and their causes (knowledge-based objective)
Education Topic and Contents
My education topic would be diabetes in youths. The major contents in the topic would include the causes of diabetes; the methods of managing diabetes; type I and type II diabetes; all youths need to know about diabetes; how to take care of diabetic people; and diabetes in youths.
Teaching Strategies and Methods
In order to stimulate interest among my target audiences, I would use the following two teaching strategies/methods. First, at the start of every new topic, I would start by brainstorming ideas from my target audiences. This would involve introducing a new idea and asking my target audiences to give their contributions towards the idea. During the contribution period, I would suspend the final judgment until the target audiences have generated ideas that can be debated. The purpose of doing this would be to help the target audiences to participate in higher levels of thinking and promote their critical thinking skills (Bradshaw, & Hultquist, 2017).
Second, once I have introduced new ideas and discussed them I would then turn to case-based small-group discussions. This would involve forming groups of between three and six members and encouraging group members to exchange ideas as they solve various problems related to diabetes. The purpose of using this teaching method would be to help group members to explore pre-existing knowledge and ideas to advance what they already know as well as develop teamwork and collaboration skills (Gaberson, Oermann, & Shallenbarger, 2015).
In line with the health belief model, this educational plan has been developed on three basic assumptions regarding behavior change among the target audiences. First, it has been assumed that the target audiences would recognize the importance of the topic to their health concern. Second, it has been assumed that the target audiences would recognize their vulnerability to diabetes (Kearney-Nunnery, 2016). Third, it has been assumed that upon recognizing their vulnerability to diabetes, the target audiences would change their health behaviors to protect themselves from type II diabetes as well as manage their diabetic conditions effectively (Zeitler et al., 2014).
The focus of the training would be to change the way the youths together with other members of audience view diabetes in youth. In order for this to happen successfully, the members of the staff would be trained how to look for articles on diabetes and to use them. Public forums would be organized to reach community members.
In relation to the above objectives, my three oral questions would be as it follows.
- The first question would be what do you think youths should do to protect themselves from type II diabetes?
- The second question would be how many types of diabetes do you know?
- The third question would be what would you do at a personal level to promote diabetes awareness among the youths?
Pretest and Posttest
In order to pretest the initial knowledge base for my target audiences, I would ask them some of the questions that I would consider obvious to them. For example, I would ask them whether they know some of the causes of diabetes. If the target audiences would not have any idea of such causes, then I would conclude that they do not know the causes of diabetes. Therefore, I would introduce the topic as a new topic to them. Conversely, if the target audiences would be knowledgeable about the causes of diabetes or anything else to do with diabetes, I would conclude that they have some background information about diabetes. Consequently, I would not introduce the topic as a new topic to my target audiences. Instead, I would pick up from what they know and advance it (Bradshaw, & Hultquist, 2017). With regard to post-testing, I would ask questions relating to what we would have covered in our lesson(s) and test their understanding of that issue.
Bradshaw, M., & Hultquist, B. (2017). Innovative teaching strategies in nursing and related health professions. Burlington: Jones & Barlett learning.
Gaberson, K., Oermann, M., & Shallenbarger, T. (2015). Clinical teaching strategies in nursing. New York: Springer publishing company.
Kearney-Nunnery, R. (2016). Advancing your career: Concepts of professional nursing. Philadelphia: F.A. Davis Company.
Zeitler, P. et al. (2014). Type 2 diabetes in the child and adolescent. Pediatric diabetes, 15(20), 26-46.