Annotated Bibliography Friedman

Teaching-learning session is almost the same to the nursing process that is used in clinical settings (Habel,2006). In the learning process, the initial step is assessment of the learners understanding towards their health condition, which is then followed by the questions what do they need to learn and what will be the appropriate approach to teach them (Habel, 2006).

Diabetes has become an epidemic in today’s society. Diabetes affects almost every system in the body, and with an estimated 346 million people in the world with diabetes, healthcare has been heavily affected by the disease (Ramasamy, Shrivastava, P., & Shrivastava, S., 2013). One of the biggest issues for healthcare workers when it comes to diabetes, is that it is such a complicated disease. With so many different systems being affected, medical professionals have had to learn how the disease process works, what causes diabetes to work through the systems, and the best treatments to address all these issues. Through much research, the healthcare system has grown very knowledgeable on diabetes. One important aspect of treating diabetes has been in the introduction of diabetic education. In the past, nurses and dieticians had been responsible for educating patients on diabetes, but now that role is also extended to other people in the healthcare team, including the patient (Tomky, 2013). In fact, patients taking an active role in the education process, including learning to self-care has now become a priority in diabetes treatment. The following paper will discuss diabetic education, the importance of self-care and how this affects a patient’s compliance.

Retrieved from http://www.ebrary.com The purpose for this source is teach diabetics how to prevent acute and long term complications and to improve quality of life and avoid premature diabetes associated with death. In this source the topic of how to live with diabetes, the advance of health information on diabetes and Medicine and self-management of diabetes. Successful diabetes management relies on successful patient engagement as well as medical treatment, and regular assessment of education needs is as important as medical care. I found this information in the online library.

Develop teaching methods that will help patients and colleagues to learn about valuable technique for improving care.

I'm Eryn Friedman I'm 14 years old. I attend North Broward Preparatory School. I have been North Broward Preparatory School, for 10 years. My favorite sports are swimming, horseback riding, and basketball. I have been swimming my whole life, but not competitively. I have been horseback riding since I was 2 years old. I just recently started with basketball, but i enjoy it very much. I have 1 sister her name is Arika. I also own a Arabian horse, his name is Solomon, along with him I also own 2 dogs, Boppy and Ashley.

Kathryn Ramos and Robyn Mayfield, in the education department at GHC, were contacted via email for methods/techniques to improve presentation of patient education. A meeting was scheduled. The following questions were communicated through email: Best practice for presenting education to adults especially 65 years and up; education materials available at GHC either written, internet, or otherwise; best practice for written information; other possible sources of information on education to the elderly (65 years and up); any other information you think would be beneficial.

"Home movies are about innocence--our lost fuzzy, glowing personal pasts, all horseplay, and funny hats and the promise of youth" (Cooper, 23). Andrew Jarecki's remarkable film, Capturing the Friedmans captured just what is clearly a case study of extreme family dysfunction through such home videos. At first Andrew Jarecki just wanted to do a nice little documentary about clowns. He decided to try film making and thought he would cut his teeth on something easy like birthday party clowns. He had met David Friedman a top childrens birthday party clown from Manhattan, New York. Much to his surprise David

Relating to the above, I believe that engaged learners have a better understanding of the material and thus more effective practice outcomes. Because of this belief, I would use informal lecture coupled with a series of patient narratives and class discussions regarding the patient-centeredness of care-team and patient interactions. In teams, we would discuss patient outcomes, care team involvement and behaviors, provider prompts, patient prompts, professional responsibility, what was and was not patient-centered, barriers to care and areas of opportunity to meet patient needs. After discussion, those learning would be responsible to research an assigned condition and to create a patient centered experience for either a primary care or acute interaction.

My teaching on primary prevention of type II diabetes adheres to HP2020 objectives D-1 to D-16 on diabetes, specifically objective D-1 that deals with reducing the annual number of new cases of diagnosed diabetes in the population. (Target is a 10% improvement from the baseline of 8.0 new cases of diabetes per 1,000 population aged 18 to 84 years occurred in the past 12 months to the target of 7.2 new cases per 1,000 population aged 18 to 84 years). Education on the preventive measures needed to be taken by an at-risk population tackles this issue of reducing the annual number of cases.

For school work, I usually try to limit myself to scholarly articles. But for this assignment I chose an article that stood out to me for its ability to relay important health information in an accessible way. For the last two weeks in my classes, we have been discussing topics that are fraught with misunderstanding, fear, and misinformation. I was struck by how many of my classmates were unfamiliar with the content. As an RN student, I have learned that patient education is mainly the responsibility of the nurse; and finding methods to teach important topics without overwhelming the patient is vital to promote health and safety. Chunking in patient education, relaying small but specific pieces of information, allows one to digest the key points that are needed without losing focus among all the intricate details. This article does just that.

The use of structured diabetic education can be beneficial to most of the diabetic patients when presented in groups or in individual ways. This strategy was discovered from a study done by Sousa et al. (2008) in their assessment of the effectiveness of using the structured teaching programs in terms of knowledge regarding some of the selected aspects of diabetes mellitus. Some of the selected programs used in the study included exercises, medication, caring for the feet, and the prevention mechanisms of various complications.

The review of literature section will define diabetes and prediabetes, identify the prevalence and major risk factors for diabetes, and present behavioral changes that can reduced the risk of developing diabetes. This section discusses the types of presentations and teaching methods that have been utilized in diabetes prevention and the health belief model. The final paragraphs in the review of literature present the learning theory and delivery method of instructional designs, which are ideal for a diabetes prevention program.

Diabetes is associated with wide range of complications such as chronic renal failure, blindness, amputations, heart disease, high blood pressure, stroke, and neuropathy (Alotabi, A., et al., 2016). There is no known cure for diabetes, but the disease can be controlled through health management that includes multiple perspectives of care such as medications, blood glucose monitoring, diet, nutrition, screening for long-term complications and regular physical activity (Alotabi, A., et al., 2016). Managing diabetes may be complicated and requires the knowledge and skills of both healthcare providers and the clients. Studies have shown that to prevent or delay diabetic complications due to diabetes, counseling and other lifestyle interventions are the effective therapy. Even with many policies set up for diabetes, 8.1 million Americans are undiagnosed with diabetes mellitus, and approximately 86 million Americans ages 20 and older have blood glucose levels that considerably increase their risk of developing Diabetes Mellitus in the next several years (CDC, 2015). For diabetes care to be successful there needs to be a good understanding of the disease and management by both patients and healthcare providers,

After identification of a patient teaching need the next step in the teaching process is establishing a measurable goal. “Teaching goals are broad in scope and set down what is expected as the final outcome of the teaching and learning process” (Wilkinson & Van Leuven, 2007, p. 538). In order to achieve a high level of standard, teaching goals need to be specific, measurable, attainable, realistic and timely. For our example, the teaching goal for J.L. and his diabetic foot care is as follows: Client is able to state five things he can do to prevent diabetic foot complications by the end of the teaching session implemented on Sunday January 24, 2012. Specifically, the five items J.L. will identify are to monitor and manage his diabetes, inspect feet daily, wash feet with warm water while drying between toes and apply moisturizing cream to feet daily (not between toes), avoid walking barefoot or with unfitted shoes, and calling the doctor should he notice any changes in his feet.

The health professional’s role in teaching at different life stages is very demanding and gratifying. The health care professional should approach patients at their level. According to Falvo (2011), “Effective patient-centered patient teaching uses creative techniques in which psychosocial factors are identified and incorporated” (Pg 84). Medical jargon should not be used during teaching times