Summary of the Teaching Plan
The teaching plan involves equipping learners with the best way by which diabetes can be prevented and managed. Providing the learners with the most workable approach is vital as it sheds lights on what ought to be done in the management of the disease. The American Diabetes Association shows that the country has about 1.7 million Americans as being diabetic and thus the teaching plan should be able to expose the learners in the best way possible in matters managing the disease. Understanding the causes of diabetes is one such important tenet that can be used in the prevention of the disease (American Diabetes Association, 2016). The teaching plan is aimed at deepening the understanding of the members of the community who in this case could be the learners or the students.
The plan clearly shows the readiness for learning and identifies factors that could be used to prove that students and learners are ready to learn. The theories to be used in the teaching process and the goals expected to be achieved brought out in the entire teaching plan. To deliver the content entirely, the plan touches on the creativity to be used while at the same time ensuring that evaluation for objectives is made. According to the plan measuring the level of understanding is essential in helping deliver the content. Towards the end of the plan is ways on which to handle barriers that might exist and more so the communication to use in the complete delivery of the content.
The epidemiological Rationale for Topic
The American Diabetes Association has collected enough data on diabetes and its impact on the American people. The Centre for Disease Control reports that more than 1.7 million Americans live with diabetes. The disease is seen as prevalent among the Hispanic and the African Americans with a rate of 12.2 % and 12.6% respectively with that of the whites being at 7.4%. The data presented puts diabetes as a killer among a large population of the country (Chamberlain et al., 2016). The highlighted statistics show the urgency and preparedness that is required to tackle the disease before it gets to unmanageable levels. Reducing the impact of diabetes on the people will require equipping them will relevant information on how to handle diabetes and manage it. A joint report by the CDC and the American Diabetes Association believes that the best input in overcoming diabetes is by creating a pool of informed citizens and community members on how to handle its impact and effects (American Diabetes Association, 2016).
Controlling diabetes for most patients is essential as it is the only way to reduce the weakening of the body by other diseases or implications. The process of monitoring and managing diabetes requires a focused approach that will not only deal with the health aspects but as well as the diet that is necessary for most patients. The lack of extensive knowledge on how to control and manage diabetes is an essential factor that necessitates the need for learning and empowering the community members on the disease (Woodard et al., 2016).
Evaluation of Teaching Experience
The whole experience was worthwhile as it helped me create a relationship with the entire community on how best diabetes can be managed and handled. The learners were willing to go deep into the issue of diabetes, and they were asking many questions. The most exciting thing about the teaching is that I was able to deal with misconceptions that many of the learners had about diabetes (Kim et al., 2016). During the process, it turned out that no disease that cannot be managed and that it only requires goodwill from the stakeholders and the individuals involved. In the third day of the extensive training, it became clear to me that community members would be the best to use in the case of creating support groups and peer learning (Woodard et al., 2016). The teaching experience was eye-opening to me as it created a sense of responsibility and awareness especially when talking about diabetes to the old people. Engaging the community on educational programs is essential and challenging at the same time.
Majority of the community members will not take the lessons (Kim et al., 2016). It turned out to me that however only a minority of the community members is engaged in the learning, the level of interest is high especially to those that are affected by the disease. The program has been exciting and engaging. Through the right strategy the program and the training proved to be effective and a proof that it could be re[plicaterd in other communities and groups of people. With the hands-on approach to teaching the communities, and by the fact technology has made things smooth and manageable, future training could be done with much ease (American Diabetes Association, 2016). Since the community members were from diverse communities and at different educational levels, the practice had to be made in the most elaborate yet straightforward way. Matters to do with health are sensitive, and thus the training prompted me to find the right information or else misguide the members of the community (Kim et al., 2016). The most exciting part of the training and the engagement with the community was their desire to acquire the knowledge and share it with other community members to help to manage and to prevent diabetes.
Community response to Teaching
The community developed a super strong interest in teaching. To the majority of the community members, the training was eye-opening and would help them in the management of the disease. The training proved to be important in the control of the disease. Towards the last days of the teaching sessions, the overwhelming numbers of the community members were proof enough that the teaching was necessary. The American Diabetes Association offered their support in terms of materials and guidance that were used in training (Woodard et al., 2016). The commitment of the different agencies was as a result of the impact the teaching had on the community. The numerous questions asked by the community members was enough to show us that the training was relevant and in line with the needs of the community.
During the development of the teaching plan, community health volunteers had suggested more information on the disease to be shared with the members. The information awakened further interest and had the community members requesting for more training sessions on Urinary Tract Infection in women and matters of productive health. The objectives that had been set for the training were all achieved, and the targeted number of community members impacted (Woodard et al., 2016). The teaching has however necessitated the need for a community-led initiative in the management of diabetes as this is the only way the disease can be kept at bay. Even though the teaching is useful, it is crucial for the establishment of a dedicated fund that can be used to spearhead the research on diabetes among the American people.
Areas of Strengths and Areas of Improvement
The teaching was an eye-opener and vital to me as it was necessary for contributing the well being of the community. During the first few days, there were numerous challenges in the best way to handle the topic while ensuring that all members of the community are not left behind (Woodard et al., 2016). Coordinating the whole teaching was easy for me and not challenging at all. Managing the many questions that the community members had on diabetes was also easy to handle mainly because I have worked with the community as a health volunteer. Preparing the teaching plan was also a strength to me as I understand the needs of the community well. The whole teaching was progressing well primarily because the members of the community were all cooperative and willing to learn more on the matter. Group management was easy as most of the members were interested and not like the cases of students who are a challenge to manage (Chamberlain et al., 2016). The teaching was generally considered a success despite the many difficulties that were experienced. One area that needs improvement is on how to deliver the content in a friendly and open manner. It turned out to me that community members want to be taught in the most straightforward way possible and not like the institutions of the higher learning model. Working from the known to unknown seemed to be helpful in the teaching; however, it is not the best approach to use when dealing with community members.
Time management was a huge issue and a lot of time was lost during the different sessions (Chamberlain et al., 2016). In the next teaching, my focus will be in minimizing time wastages by probably handling questions, comments, and opinions after the teaching sessions. Grouping the community members in groups could also be a valuable technique in dealing with the issue of time management. The most valuable lesson for me was that community members would be cooperative and interested in an issue if it only affects a majority of them. During the next teaching, it will be essential to communicate the dates of the teaching prior and ensure that it doesn’t conflict with their working schedules (Woodard et al., 2016).
Chamberlain, J. J., Rhinehart, A. S., Shaefer, C. F., & Neuman, A. (2016). Diagnosis and management of diabetes: a synopsis of the 2016 American Diabetes Association standards of medical care in diabetes. Annals of internal medicine, 164(8), 542-552.
American Diabetes Association. (2016). 12. Management of diabetes in pregnancy. Diabetes Care, 39(Supplement 1), S94-S98.
Woodard, L. J., McKennon, S., Danielson, J., Knuth, J., & Odegard, P. (2016). An elective course to train student pharmacists to deliver a community-based group diabetes prevention program. American journal of pharmaceutical education, 80(6), 106.
Kim, K. B., Kim, M. T., Lee, H. B., Nguyen, T., Bone, L. R., & Levine, D. (2016). Community health workers versus nurses as counselors or case managers in a self-help diabetes management program. American journal of public health, 106(6), 1052-1058.
Teaching Experience Outline
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