NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

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Capella university

NURS-FPX 6105 Teaching and Active Learning Strategies

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Date

Overview of the Course

This evaluation presents a detailed synopsis of the Diabetes Self-Management Education (DSME) course tailored for adult diabetic patients at Vila Health Center. It emphasizes the creation of an effective assessment strategy to ensure that the instructional goals are successfully met. Social Cognitive Theory (SCT) was selected as the guiding framework for structuring this course. SCT supports the notion that individuals learn best through observation, imitation, and modeling, making it ideal for empowering adult learners with chronic conditions such as diabetes. Nurse educators play an essential role in applying this theory to patient education, helping individuals incorporate practical self-care behaviors into their daily routines.

In designing the DSME curriculum, attention was paid to the diversity among adult diabetic learners. Tailoring the educational strategy to accommodate varying backgrounds ensures inclusivity and responsiveness to learners’ unique needs. The instructional format integrates both motivational and management strategies to enhance classroom engagement. Cultural competence is embedded within the course to enable patients from varied backgrounds to adopt diabetes self-management behaviors confidently. This integrative approach addresses challenges in comprehension, compliance, and adaptation to health-promoting behaviors.

The course’s structure relies on evidence-based pedagogical techniques. It uses interactive methods to boost understanding and retention, especially for adult learners who may struggle with traditional lecture-based methods. The holistic model promotes not just knowledge acquisition but also behavior modification by encouraging collaboration, peer learning, and consistent reinforcement of healthy behaviors. It ensures that learners leave with both the competence and confidence to manage their condition.

Application and Rationale of Social Cognitive Theory

Application of Social Cognitive Theory to Optimize Teaching Experience

Social Cognitive Theory plays a critical role in improving the DSME program’s teaching effectiveness and learner outcomes. By focusing on experiential learning and social modeling, SCT fosters behavioral change among adult diabetics. Its emphasis on social influence and personal agency is particularly effective in chronic disease education, as patients often need to make substantial lifestyle changes. The theory underscores that individuals learn behaviors by observing others, making it ideal for healthcare education where practical demonstrations are essential (Govindaraju, 2021).

SCT supports the use of peer-led learning, observation of modeled behaviors, and the inclusion of culturally and personally relevant content. Educators can utilize culturally sensitive reinforcement strategies to engage a diverse patient population (Islam et al., 2023). Nurses can enhance learning by demonstrating key practices like insulin administration, meal preparation, and glucose monitoring. These modeled behaviors provide learners with relatable and actionable examples, increasing the likelihood of behavior adoption and long-term adherence.

Rationale for Social Cognitive Theory

The decision to incorporate SCT is based on its potential to improve behavioral outcomes through social reinforcement and observational learning. In DSME, SCT encourages lifestyle adaptations that help manage diabetes effectively. By enabling patients to observe and imitate educators or peers who demonstrate effective diabetes management techniques, learners are more likely to adopt similar habits (Smith et al., 2020). This theory also supports group learning, enabling mutual support and motivation among diabetic patients, which enhances self-confidence and learning outcomes.

SCT provides structured guidance for essential diabetes-related tasks, such as glycemic control, medication adherence, and healthy eating. Table 1 illustrates how SCT-based educational components align with diabetes self-care objectives.

Table 1. Application of SCT Principles in DSME

SCT Principle	Educational Component	Expected Outcome
Observational Learning	Demonstration of insulin use	Adoption of correct medication practices
Social Reinforcement	Group discussions and feedback sessions	Increased motivation and peer support
Behavioral Capability	Hands-on activities (meal prep, glucose checks)	Improved self-care skills
Self-efficacy	Success stories from peers	Boosted confidence in self-management

The inclusion of real-life scenarios and guided practice helps learners understand their condition deeply while fostering autonomy and empowerment. Tools such as educational pamphlets, video modeling, and culturally appropriate materials further enhance engagement (Jahromi et al., 2024; Kaveh et al., 2022).

Instructional Methods, Learning Strategies, and Management

Thinking, Learning, and Communicating Methods for Specific Learning Situations

An effective DSME program must consider diverse learning preferences and cognitive needs among adult patients. By employing SCT-based strategies, nurse educators can create a dynamic and inclusive learning environment. Observational learning and interactive teaching techniques, such as demonstrations and discussions, support engagement and comprehension (Smith et al., 2020). Additionally, instructional materials are adapted to accommodate cultural diversity, using both multilingual resources and culturally resonant examples.

To address communication barriers, especially among ethnic minorities like Native Americans, Hispanic Americans, and African Americans, culturally competent strategies are employed. These include the use of interpreters, bilingual materials, and culturally contextual examples (Sari et al., 2022; Davis et al., 2022). Such strategies ensure that no learner is disadvantaged due to linguistic or cultural differences.

The course integrates personalized learning experiences to accommodate varying literacy levels, cognitive abilities, and preferences. Instructional delivery combines visual aids, pamphlets, verbal instruction, and hands-on exercises, making it accessible to learners with different learning styles (Goodman & Lambert, 2023). Collaborative learning also plays a significant role. By integrating interprofessional support, nurse educators ensure that learners receive comprehensive guidance in areas such as medication use and dietary planning (Powers et al., 2020; Asmat et al., 2022).

Integration of Appropriate Learning Strategies, Techniques, and Outcomes

Blended learning is used as the primary instructional model for this DSME course, combining in-person and virtual formats. This model promotes flexibility and increases access, particularly for patients with transportation or scheduling challenges. Online modules include video tutorials, interactive applications, and virtual check-ins, while in-person sessions involve group activities and live demonstrations (Bullock et al., 2023; Sharma et al., 2024).

Table 2. Learning Techniques and Outcomes

Learning Technique	Description	Outcome
Blended Learning	Combines telehealth with face-to-face	Increases access and engagement
Interactive Exercises	Hands-on practices and discussions	Enhances understanding and skills
Simulation Activities	Meal planning and glucose checks	Reinforces self-management behaviors
Infographics	Visual aids to simplify complex topics	Improves knowledge retention

The expected outcomes include the development of self-care skills such as proper nutrition, glucose monitoring, and physical activity tracking. Evaluation metrics include pre- and post-session assessments of glycemic levels and activity logs. Patients will also submit individualized care plans reflecting their understanding of diabetes management (Powers et al., 2020; Kreider, 2023).

Situations, Populations, and Classroom Management

The adult diabetic population benefits most from flexible, blended educational models. Interactive modules encourage peer sharing, while asynchronous elements provide convenience for those with work or caregiving responsibilities (Bullock et al., 2023). The assumption underlying the blended model is that adult learners are more engaged when education is tailored to fit into their existing lifestyle demands.

Classroom management is enhanced through evidence-based approaches. The Theory of Behaviorism supports the use of incentives and consequences to influence learner behaviors. This theory promotes structured learning environments where positive actions are rewarded and disruptive behaviors are corrected (Law et al., 2022). Practical application includes using quizzes, checklists, and praise to reinforce desired learning behaviors.

Vygotsky’s Social Development Theory further supports the classroom strategy by emphasizing the role of peer interaction and social context in learning. Creating a collaborative and culturally responsive environment encourages shared learning and improves retention (Erbil, 2020). Positive behavior reinforcement, such as verbal praise and achievement certificates, enhances motivation and engagement (Khajuria & Sarwar, 2022)

Evaluating Evidence

The selected articles by Sari et al. (2022) and Singh et al. (2023) present strong relevance and credibility in the context of cultural competence within healthcare settings. Each study addresses the incorporation of patients’ unique values, customs, and perspectives into care practices, highlighting the need for patient-centered and culturally aligned interventions. Their timeliness is ensured, as both were published within the past five years, supporting the currency of their findings in the evolving landscape of healthcare.

Additionally, these articles utilize empirical methodologies grounded in evidence-based practices to support cultural competence. For instance, they introduce culturally sensitive educational tools and interventions tailored to diverse patient populations. The credibility of these works is further underscored by the academic caliber of the journals in which they appear—both well-regarded in the healthcare field—and the professional credentials of their authors. Peer review and affiliations with reputable academic or healthcare institutions bolster the reliability of the findings.

These studies also offer practical applications, serving as valuable resources for developing culturally competent teaching strategies in clinical education. Their methodological rigor and targeted focus on patient values ensure that healthcare professionals can better align their educational and care delivery approaches with the diverse needs of their patients.

Teaching Plan

A structured teaching plan plays a pivotal role in Diabetes Self-Management Education (DSME) by addressing the complex educational needs of adult diabetic patients. The teaching plan encompasses key learning outcomes, chosen teaching methodologies, and strategies for effective classroom engagement. It is designed to encourage patient participation and establish a positive and inclusive learning environment that integrates evidence-based and culturally relevant approaches.

Learning theories such as the Social Cognitive Theory (SCT) serve as foundational elements in this teaching plan. By applying SCT principles—such as observational learning, self-efficacy, and behavior modeling—educators can facilitate the development of essential self-care skills in patients (Smith et al., 2020). These theoretical underpinnings help guide the choice of instructional strategies, including the use of technology, simulations, and group discussions, that are culturally and contextually appropriate.

Moreover, the plan aims to equip patients with the knowledge, attitudes, and behaviors necessary for successful diabetes self-management. It fosters skill development and supports lifelong learning by incorporating culturally competent practices and patient-centered care techniques that reflect the patients’ backgrounds and preferences.

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

The following table outlines the comprehensive teaching plan components for DSME, aligning each section with scholarly resources:

Section	Content Description
Course	Diabetes Self-Management Education
Introduction	Provides an overview of the DSME plan, emphasizing the educational goals and core objectives aimed at enhancing diabetes care (Bullock et al., 2023).
Learning Outcomes	Identifies the expected knowledge, behavior changes, skills, and attitudes patients are anticipated to achieve upon course completion (Powers et al., 2020).
Learning Theory Application	Applies Social Cognitive Theory (SCT) principles, including modeling and self-regulation, to structure the teaching approach (Islam et al., 2023).
Teaching Strategies	Incorporates diverse methods such as blended learning, virtual simulations, group activities, and telehealth support for optimal patient engagement (Bullock et al., 2023).
Classroom Management	Utilizes frameworks like Vygotsky’s social development theory and behaviorism, incorporating positive reinforcement and digital tools to create inclusive environments (Erbil, 2020).
Learner Motivation	Uses motivational interviewing, self-regulation tactics, and goal-setting strategies to boost learners’ intrinsic motivation, particularly within underserved populations.
Learning Barriers	Identifies challenges such as language, cultural diversity, and health literacy disparities. Presents mitigation strategies such as visual aids and simplified communication (Singh et al., 2023).
Implementation of Cultural Competence	Emphasizes the role of cultural awareness and sensitivity in DSME. Discusses the incorporation of patient traditions and beliefs into educational content (Sari et al., 2022).
Evaluation	Describes methods for evaluating learning, including pre- and post-course assessments, behavioral tracking, and comprehension quizzes. Ensures patient progress and program efficacy.
Conclusion	Summarizes the goals of DSME, underscoring its value in fostering self-sufficiency and improved health outcomes for adult diabetic patients.

Assessment Design for Course

To ensure the DSME teaching plan achieves its intended impact, multiple assessment strategies are implemented. These evaluation tools cater to the diverse needs of adult diabetic patients and monitor their progression through the program. One of the primary tools includes digital interaction metrics, such as login frequency and participation in discussion boards. These allow educators to evaluate student engagement with course materials (Sharma et al., 2024).

Additionally, learners are encouraged to record and share their blood glucose levels at different intervals throughout the program. This longitudinal tracking provides insight into the real-world application of taught self-management strategies. Comparing pre- and post-intervention glucose data serves as a direct indicator of the program’s success (Sugandh et al., 2023).

Other assessment tools include reflective journals, quizzes, group discussions, and surveys to evaluate cognitive understanding and behavioral change. Nurse educators can identify knowledge gaps and tailor future sessions accordingly. Summative assessments, such as final examinations or telehealth-based viva assessments, offer a conclusive measure of health literacy and program outcomes (Jewell et al., 2023). These evaluations reflect the effectiveness of the course in equipping patients with the knowledge and confidence to manage their condition.

Summary

This assessment delivers a robust and culturally competent teaching plan for Diabetes Self-Management Education (DSME) tailored to adult learners. By integrating Social Cognitive Theory, the plan fosters patient engagement through behavior modeling and interactive strategies. The classroom environment emphasizes inclusivity and addresses potential barriers like health literacy, language, and cultural differences.

Teaching methods include hands-on learning, digital simulations, and personalized coaching, reinforcing active participation. The importance of cultural competence is underscored, ensuring educational materials respect and reflect patients’ cultural backgrounds. Evaluation strategies such as glucose monitoring, digital tracking, and quizzes ensure that learning outcomes are measured effectively. In conclusion, the teaching plan provides a structured and evidence-based framework to promote long-term diabetes self-care among diverse adult populations.

References

Asmat, K., Dhamani, K., Gul, R., & Froelicher, E. S. (2022). The effectiveness of patient-centered care vs. usual care in type 2 diabetes self-management: A systematic review and meta-analysis. Frontiers in Public Health, 10, 994766. https://doi.org/10.2174/1573399818666211117113026

Barbosa, H. C., de Queiroz Oliveira, J. A., da Costa, J. M., de Melo Santos, R. P., Miranda, L. G., de Carvalho Torres, H., & Martins, M. A. P. (2021). Empowerment-oriented strategies to identify behavior change in patients with chronic diseases: An integrative review of the literature. Patient Education and Counseling, 104(4), 689–702. https://doi.org/10.1016/j.pec.2021.01.011

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Bullock, S. L., Menendez, T., Schwarte, L., Craypo, L., Mosst, J. T., Green, G., & Kuo, T. (2023). Transitioning to telehealth during COVID-19: Experiences and insights from diabetes prevention and management program providers in Los Angeles County. Diabetology, 4(1), 46–61. https://doi.org/10.3390/diabetology4010006

Davis, J., Fischl, A. H., Beck, J., Browning, L., Carter, A., Condon, J. E., & Villalobos, S. (2022). 2022 National standards for diabetes self-management education and support. The Science of Diabetes Self-Management and Care, 48(1), 44–59. https://doi.org/10.1177/26350106211072203

Erbil, D. G. (2020). A review of flipped classroom and cooperative learning method within the context of Vygotsky theory. Frontiers in Psychology, 11, 539791. https://doi.org/10.3389/fpsyg.2020.01157

Fleming, G. A., Petrie, J. R., Bergenstal, R. M., Holl, R. W., Peters, A. L., & Heinemann, L. (2020). Diabetes digital app technology: Benefits, challenges, and recommendations. A consensus report by the EASD and ADA diabetes technology working group. Diabetes Care, 43(1), 250–260. https://doi.org/10.1007/s00125-019-05034-1

Goodman, C., & Lambert, K. (2023). Scoping review of the preferences of older adults for patient education materials. Patient Education and Counseling, 108, 107591. https://doi.org/10.1016/j.pec.2022.107591

Govindaraju, V. (2021). A review of social cognitive theory from the perspective of interpersonal communication. Multicultural Education, 7(12), 488–492. https://doi.org/10.5281/zenodo.5802235

Heine, M., Lategan, F., Erasmus, M., Lombaard, C. M., Mc Carthy, N., Olivier, J., & Hanekom, S. (2021). Health education interventions to promote health literacy in adults with selected non‐communicable diseases living in low‐to‐middle income countries: A systematic review and meta‐analysis. Journal of Evaluation in Clinical Practice, 27(6), 1417–1428. https://doi.org/10.1111/jep.13554

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Islam, K. F., Awal, A., Mazumder, H., Munni, U. R., Majumder, K., Afroz, K., & Hossain, M. M. (2023). Social cognitive theory-based health promotion in primary care practice: A scoping review. Heliyon, 9, e14889. https://doi.org/10.1016/j.heliyon.2023.e14889

Jahromi, M., Kaveh, M. H., Mohammadi, M., Dabbaghmanesh, M. H., Vitale, E., & Louis Iparraguirre, J. (2024). Promoting self-care behavior among older adults with type 2 diabetes by the combined mindfulness and self-regulatory intervention via social media: A three-arm cluster randomized controlled trial. Educational Gerontology, 50(4), 320–334. https://doi.org/10.1080/03601277.2023.2274748

Sugandh, R., Mehta, K., & Anand, V. (2023). Enhancing diabetes self-management through behavior tracking tools: A clinical evaluation. Journal of Clinical Health Promotion, 9(2), 134–142. https://doi.org/10.1016/j.jchp.2023.101055

Sharma, P., Reilly, D., & Osman, M. (2024). Digital interventions in chronic illness management: A review of diabetes self-care outcomes. Health Informatics Journal, 30(1), 1–13. https://doi.org/10.1177/14604582231245100