Lesson Plans: Week 2, NSG4028


Course Project—Part 1 In a Microsoft Word document of 5-6 pages formatted in APA style, develop the introduction for your project. Please note that the title and reference pages should not be included in the total page count of your paper. Be sure to focus on one (1) disease but three (3) audiences (patient, family and staff development). […]

Lesson Plans


In modern-day society, diabetes constitutes a critical public health issue in many regions across the globe. Current estimates indicate that the condition affects more than 425 million people globally (Forouhi & Wareham, 2019, p. 22). The disease also constitutes a common cause of death among many societies, which results in multiple social and economic implications of its high prevalence. Despite multiple public health initiatives developed by the government to minimize the infection rate of diabetes, the challenge has prevailed as more people in society continue to experience both direct and indirect implications of the disease. Households continue to experience adverse economic implications that result from hospitalization or death of a diabetes victim. Moreover, despite investing in diabetes management strategies, healthcare organizations record poor outcomes among diabetic patients, which necessitates the establishment of platforms through which families, patients, and caregivers can be educated regarding diabetes prevention and management practices. This project outlines the content, instructional strategies, and evaluation techniques that out to be adopted when training the various groups regarding diabetes controls and management.

Patient Education

This lesson seeks to equip diabetes patients with relevant knowledge and skills to manage their health conditions and prevent the disease from progressing to advanced stages. The lesson will include individuals who have been diagnosed with diabetes and are currently receiving primary care services. Each lesson participant should have completed middle school education and be capable of engaging in oral and written communication. Individuals in adolescence, early adulthood, middle adulthood, and old age developmental levels will be allowed to participate in the lesson, while children will be excluded. Each participant should be willing to actively participate in the learning session by engaging in class discussions and presenting their ideas regarding various issues presented by the instructor.

The rationale for the Lesson

Diabetes self-management education helps people with the condition identify lifestyles and practices that could reduce the risk of disease progression. Such individuals learn to take care of themselves and cope with the emotional deprivation resulting from chronic diseases. While the condition may affect individuals of all ages, it is more prevalent among adults. According to Vallis et al. (2018), middle-aged and older adults bear the highest risk of contracting the disease. As such, it is important to teach adult diabetic patients how to manage their condition. Since adolescents can make independent health decisions, it is important to include teenagers in the lesson to equip them with sufficient knowledge to manage their condition and lead a healthy lifestyle.

Lesson outline and instructional methods

A theoretical basis for teaching approaches used in the lesson

The lesson adopts a conceptual description of the pathophysiology of diabetes and various control and management practices. During the lesson, the instructor adopts a direct instruction teaching strategy to support knowledge acquisition among the participants. Such a teaching strategy allows the instructor to provide learners with sufficient information regarding the topic, which builds on their understanding in the long run (López et al., 2017, p. 1054). Due to age differences and variations in cognitive capabilities among the learners, a differentiated instruction strategy will be adopted to ensure that each participant understands the course content. For example, adolescent participants would be issued vocabulary lists to help them understand the content presented by the instructor.

Family education

This lesson seeks to provide family members with information regarding how diabetes can be managed at a household level. Lesson participants will include adults who come from families that have had diabetes cases among their members. The participants should have completed middle school education and possess sufficient analytical skills to make informed judgments based on observation and analysis. The participants will be expected to contribute to an interactive learning session by sharing their ideas and opinions regarding various topics.

The rationale for the lesson

An individual’s vulnerability to diabetes has influenced the nature of their diet and the type of lifestyle they lead. While decisions regarding nutrition and lifestyle are often made at a family level, it is important to educate family members regarding various activities that could expose them to the risk of contracting diabetes. Moreover, since diabetic people require special care and attention outside healthcare facilities, it is important to provide family members with information concerning ways through which they could help their loved ones manage their condition and avoid the risk of disease progression.

Lesson outline and instructional methods

The theoretical basis for teaching approaches used in the lesson

The lesson takes learners through a keen study of the relationship between lifestyle and vulnerability to diabetes. It, therefore, adopts a direct instruction teaching strategy to allow the instructor to describe how various behaviours and lifestyle practices affect health. The lesson also embraces a collaborative learning strategy to allow participants to present their ideas, opinions, and life experiences concerning diabetes to optimize their understanding of the topic and allow for easier evaluation by the instructor. For example, by allowing learners to share ideas and opinions regarding how various behaviour affects health, the instructor can determine their level of understanding of the content presented to illuminate further instructions.

Staff development

This lesson seeks to provide healthcare practitioners with sufficient knowledge and skills to provide quality care to diabetes patients. Lesson participants will include student nurses who have completed their undergraduate studies and are willing to advance their professional skills to treat diabetes patients. Each participant is out to demonstrate a good mastery of human anatomy and the ability to physically assess patients’ health conditions to develop effective treatment strategies. The participants should also be willing to participate in class discussions and engage in a student-led learning experience.

The rationale for the lesson

Diabetes remains a common public health issue among many societies. While most strategies laid down by the government and public health authorities aim to encourage healthy behaviour among public members, healthcare professionals play a critical role in advocating for the health and safety of vulnerable groups in society. They also provide personalized care to diabetes patients to relieve them of adverse symptoms and encourage behaviours and lifestyle changes that could prevent the disease from progressing. It is, therefore, important to equip caregivers with the knowledge and skills required for effective treatment and management of diabetes.

Lesson outline and instructional methods

The theoretical basis for teaching approaches used in the lesson

Since the lesson aims at building the caregivers’ knowledge and skills regarding diabetes management, it is important to adopt an interactive instructional strategy to allow learners to share their knowledge and perspectives regarding various interventional and follow-up strategies. Independent study is meant to allow learners to deduce further knowledge regarding the topic from the course material recommended by the instructor. Independent study also allows learners to critically appraise the course content and identify its applicability in real-life scenarios (Lo & Hew, 2020, p. 464). For example, by studying the course material on their own, the learners could associate the course content with the prevailing state of affairs in society to effectively develop and apply strategies that could help to reduce the prevalence of diabetes in the community.


Forouhi, N. G., & Wareham, N. J. (2019). Epidemiology of diabetes. Medicine47(1), 22-27. https://www.sciencedirect.com/science/article/pii/S1357303918302640

Vallis, M., Willaing, I., & Holt, R. I. G. (2018). Emerging adulthood and Type 1 diabetes: insights from the DAWN2 Study. Diabetic Medicine35(2), 203-213. https://onlinelibrary.wiley.com/doi/abs/10.1111/dme.13554

López, P., Torrance, M., Rijlaarsdam, G., & Fidalgo, R. (2017). Effects of direct instruction and strategy modelling on upper-primary students’ writing development. Frontiers in Psychology8, 1054. https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01054/full

Lo, C. K., & Hew, K. F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments28(4), 464-481. https://www.tandfonline.com/doi/abs/10.1080/10494820.2018.1541910

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Published On: 01-01-1970

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