Individualized Teaching Plan

Brief patient description/background:

Include pertinent learning assessment findings. 71 y/o female S/P hospitalization for urosepsis,
pyelonephritis presented to rehab unit for generalized weakness. Chart notes from doctor state
that issues began from uncontrolled Diabetes Mellitus II due to noncompliance. Patient has a
history of HTN and hyperlipidemia. Upon speaking to patient, she states she was diagnosed with
DM II three months ago and has not spoken with anyone concerning meals she should eat. She is
currently on sliding scale insulin while in the rehab unit and states she has not been on it
previously, nor has she checked her blood sugars at home prior to admit though she thinks she was
supposed to. There are no notes to indicate patient will need insulin once she leaves rehab facility
at this time.

Learning Readiness:
List the patient’s indicators of learner readiness. Patient asks questions related to disease. Patient
asks questions as nurse assists with setting up breakfast and lunch tray, such as, “so should I be
preparing these types of foods at home at all times?” Patient also asks questions when accu checks
are done, “so I need to keep a log at home of my blood sugars now all the time?” “What do I do if my
sugar is like that at home? Will you give me that list so I know how much of that medicine to take?”

Cultural Considerations:
List patient/family considerations that will impact the teaching/learning process. Though patient is
fluent in both English and Spanish, her primary language is English. Patient’s family is of Hispanic
descent, and she states she often cooks homemade Mexican food for her husband, children and
grandchildren, to include homemade flour tortillas, refried beans and culturally specific foods.

Literacy Considerations:
List patient/family considerations that will impact the teaching/learning process. Patient can read
and write with no significant cognitive impairments noted. It is also found that she uses technology
with ease, having a laptop in her room that she uses to search the internet on unassisted, (patient
enjoys watching videos on the computer,)

Objectives/Goals:
List three patient and/or family centered learning goals.
 Patient will verbalize s/s hypo and hyper glycemia.
 Patient will demonstrate how to perform an accucheck and record on log.
 Patient will verbalize diet restriction.
Teaching Plan:
Highlights of teaching content in an outline format:
 Discuss s/s of hypo and hyper glycemia with patient
 Discuss how to perform an accucheck step by step to include documenting on a log
 Show how to perform accucheck, document on log
 Discuss ADA diet

Teaching Tools:
List teaching tools to be used specific to the learner readiness, cultural and literacy considerations.
Include specific samples in the plan for instructor evaluation. Examples may include discussion,
question & answer, video(s), pretest/posttest (include the test), handouts, brochures, web sites (include
URLs).
 S/S of hypoglycemia education discussion and video
https://www.youtube.com/watch?v=ZfSlQJk59Ng

 S/S of hyperglycemia discussion and video

https://www.youtube.com/watch?v=XRMkKqAjmLM

 Discuss how to properly do an accucheck and record results, along with importance.
https://www.youtube.com/watch?v=9R5PY3IDaTU

 Discuss ADA diet with patient, offer handouts on foods, to include culturally specific
handout. Use mock plates and foods designed for teaching to demonstrate and educate the
plate method for the patient. *Large section of focus of teaching will be on this as we do not
know if she will go home on insulin and DMII can often be diet controlled.
https://www.medicalnewstoday.com/articles/317355.php
http://www.diabeticlivingonline.com/diabetic-recipes/mexican/diabetic-mexican-recipes
http://www.diabetes.org/food-and-fitness/food/planning-meals/create-your-plate/
http://main.diabetes.org/dorg/PDFs/living-with-diabetes/living-healthy-with-diabetes-
guide.pdf

Evaluation:
List how you would evaluate that each goal (evaluation criteria) has been achieved.
 Patient can name some of the signs of hypo and hyper glycemia and when to report to MD.
 Patient can perform an accucheck properly and document the result.
 Patient can verbalize understanding of ADA diet restrictions as well as show how she would
fill a plate for a meal using mock plates and food brought in by nurse.