Assignment: Benchmark – Patient Health Promotion/Disease Prevention Education Plan

Assignment: Benchmark – Patient Health Promotion/Disease Prevention Education Plan

Assignment: Benchmark – Patient Health Promotion/Disease Prevention Education Plan

Patient Health Promotion/Disease Prevention Education Plan
Diabetes is a chronic condition with increasing prevalence among the American population. The affected are predisposed to health problems such as diabetic neuropathy, nephropathy, and retinopathy if diabetes is poorly controlled. Strategies that empower patients with effective diabetes management and prevention reduce the disease’s burden on the population. Therefore, this paper examines an education plan that will be delivered to patients with diabetes and pre-diabetes on diabetes self-management and prevention.


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Topic Description and the Purpose of the Education Plan
Health education on diabetes self-management and prevention is the chosen topic. Diabetes is a chronic condition characterized by poor regulation of blood glucose levels. According to statistics, 29.7 million people in the United States had diabetes in 2021. This represents 8.9% of the population. Diabetes prevalence is high among Alaska Native and American Indian adults followed by non-Hispanic Black adults, non-Hispanic Asian adults, and non-Hispanic White adults (CDC, 2024). Social determinants of health, including educational level, employment status, race, and ethnicity influence diabetes prevalence in most populations. Lifestyle factors contribute to the development of diabetes mellitus type 2. This includes sedentary lifestyles, obesity, overweight, increased consumption of foods rich in carbohydrates, and physical inactivity. Health education on the causes, risks, prevention, and management of diabetes mellitus type 2 could reduce its disease burden on the affected and at-risk populations. For instance, health education on diabetes self-management would enhance glycemic control while health education for prediabetes would prevent disease progression (Davis et al., 2022). Therefore, this informs the proposed health education plan.
Where the Teaching Will Occur
The teaching will occur at the diabetes outpatient clinic. Patients with diabetes and prediabetes receive their needed care at the diabetes outpatient clinic. This makes the setting appropriate for health education.
Learner Outcomes
The following are learner outcomes that will guide the educational session:
By the end of the educational session, the participants should gain knowledge on diabetes self-management and prevention
By the end of the educational session, the participants should demonstrate competencies in diabetes self-management skills such as glycemic monitoring
By the end of the educational session, prediabetic patients should demonstrate an understanding of diabetes prevention strategies
Educational Tool
A handout will be provided to the participants. The handout is attached in the appendix section.
How the Educational Tool Addresses Diverse Populations
The educational tool addresses diverse populations. Firstly, it provides evidence-based information about effective strategies for diabetes self-management and prevention. The universal strategies apply to individuals from diverse backgrounds. Secondly, the educational handout uses simple, easy-to-understand language. The simplicity ensures that patients with diverse needs understand and apply the knowledge gained from to tool to their daily lives. The handout is also culturally sensitive. It recognizes the need for developing diabetes self-management and prevention strategies that align with the patient’s cultural values, beliefs, and practices. For example, patients should seek professional support when determining cultural diets to be taken to optimize glycemic control in diabetes (Sapri et al., 2022). The tool also seeks to address healthcare inequalities. It provides patients with additional resources they should utilize to develop a deeper understanding and skills in diabetes prevention and self-management.
Evidence-Based Teaching Strategies and Learning Theory
Evidence-based teaching strategies will be used in the educational plan. Clear goals and objectives will guide the educational session. The goals and objectives will be used to evaluate the effectiveness of the adopted methods for the participant’s knowledge and skill development. The educational session will be interactive. Methods, including lectures, presentations, discussions, and demonstrations will be used to ensure the session is interactive. Question-answer sessions will be incorporated to assess learner understanding. Feedback will also be obtained from and provided to the participants. The feedback will ensure the use of teaching methods that align with the diverse participant’s needs (Sapri et al., 2022). Behavioral learning theory will be used. Behavioral learning theory recognizes that individuals learn through their interaction with their environments. It is assumed in the educational session that positive self-management and diabetes prevention strategies are acquired through conditioning. Patients can only achieve their desired outcomes in diabetes management and prevention through conditioned strategies such as health education (O’Brien & Battista, 2020). Therefore, patient-centered educational strategies will be adopted to ensure competency development for optimum glycemic control and diabetes prevention.
Integrating Technology to Support the Patient Learning Process
Technology will be integrated to support the patient learning process. Technologies such as m-health and telehealth will be used to enhance learning among the participants. These technologies will be used to provide ongoing virtual support to the participants. For example, m-health will be employed to deliver health education messages and reminders to the participants. Telehealth will be used to conduct virtual follow-up visits for the participants (Sharma et al., 2024).
In summary, the educational plan will focus on diabetes self-management and prevention. It will be conducted in the diabetes outpatient clinic. Learner outcomes will guide the adopted educational strategies. Technology will be integrated into the plan to support the patient learning process.
CDC. (2024, May 21). National Diabetes Statistics Report. Diabetes.
Davis, J., Fischl, A. H., Beck, J., Browning, L., Carter, A., Condon, J. E., Dennison, M., Francis, T., Hughes, P. J., Jaime, S., Lau, K. H. K., McArthur, T., McAvoy, K., Magee, M., Newby, O., Ponder, S. W., Quraishi, U., Rawlings, K., Socke, J., … 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.
O’Brien, B. C., & Battista, A. (2020). Situated learning theory in health professions education research: A scoping review. Advances in Health Sciences Education, 25(2), 483–509.
Sapri, N. D., Ng, Y. T., Wu, V. X., & Klainin-Yobas, P. (2022). Effectiveness of educational interventions on evidence-based practice for nurses in clinical settings: A systematic review and meta-analysis. Nurse Education Today, 111, 105295.
Sharma, V., Feldman, M., & Sharma, R. (2024). Telehealth Technologies in Diabetes Self-management and Education. Journal of Diabetes Science and Technology, 18(1), 148–158.


Appendix 1: Diabetes Education Handout
What is diabetes?
Diabetes is a condition where the body has too much sugar in the blood due to the lack of or inadequate insulin hormone produced by the pancreas.
What are the Types of Diabetes?
Type 1 diabetes: The body does not produce any insulin
Type 2 diabetes: The body produces inadequate insulin, leading to high blood sugar levels
Gestational diabetes: Diabetes that develops during pregnancy and usually resolves after delivery
Signs and Symptoms of Diabetes
Passing urine frequently
Feeling thirsty
Frequent hunger
Frequent urinary tract infections
Wounds that take too long to heal
Blurred vision
Unintentional weight loss
Diabetes Prevention and Self-Management
Healthy diet: Eat a lot of fruits, vegetables, whole grains, and lean proteins
Physical activity: Engage in active physical activity lasting at least 30 minutes daily
Blood sugar monitoring: Check blood glucose levels regularly as prescribed to determine the effective of treatment
Treatment adherence: Take medications as prescribed by your healthcare provider
Weight: Maintain healthy weight to reduce the risk of diabetes
Hydration: Ensure you drink a lot of water daily
Regular checkups: Ensure you undergo regular screening for diabetes and other chronic conditions
Resources for Patients with Diabetes
Connect with social support groups for diabetes in your community
Look for diabetes education programs in your community and online
Learn more about diabetes prevention and management from credible websites such as the CDC’s website
Seek healthcare provider support should you have any concerns

For this assignment, you will synthesize advanced nursing knowledge of pathophysiology, pharmacology, and assessment to develop an education plan for a patient health care issue. Write a 750-1,000-word paper outlining your education plan. Refer to the Topic 5 assignment as needed to develop your education plan. Include the following:

Describe the topic and purpose of your education plan. Include a supporting resource to justify the need for developing this education plan. Example: Diabetes foot care or wound care education.

Describe where the teaching will occur using the clinical setting from the Topic 5 assignment.

Create three learner outcomes. Outcomes should be specific and patient-centered.

Develop a creative and succinct patient educational tool. This can be in the form of a handout or brochure, attached as an appendix to your paper.

Provide a summary of how this educational tool addresses diverse populations.

Describe the evidence-based teaching strategies and learning theory you will implement to meet the unique needs of learners in the diverse environment from your clinical site.

Discuss how you can integrate technology to support the patient learning process.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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