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Kinsey Rohling12/2/2014FScN 3614Diabetes: Don’t Sugar Coat itLiving with Type II DiabetesTarget Audience: Individuals/patients with Type II DiabetesAudience Characteristics: All middle classAll diagnosed with Type II diabetes Ages 20-40 years oldVery little knowledge of nutrition; most comes from TV and magazinesEat most meals away from home Most, not all, work at least 20 hours/weekMost, not all, have college level educationMost, not all, are overweight Very little daily exercise; less than 30 minutes/dayProgram Goal: To help patients understand what Type II Diabetes is; how it influences their health and how to manage it through nutrition.Teacher Background: Educator must have a degree in Nutrition Sciences, so that they have extensive knowledge about Type II diabetes; what it is, what it does to the body, and how it influences health. A certified diabetes educator is preferred, but not required. The educator should be comfortable with speaking in front of a group, be able to clearly deliver the learning plan, be organized, and be able to work well with various types of people.Lesson Plan (1): Total time: 20 minParticipant number: 15Performance Objectives:When presented with a questionnaire, patients are able to correctly identify symptoms associated with Type II Diabetes by the next class. (cognitive domain)When presented with a questionnaire, patients are able to correctly identify health problems associated with Type II Diabetes by the next class. (cognitive domain)Patients are willing to read diet materials outside of class (informational packet) with interest and ask questions in next class. (affective domain)When asked by the instructor, patients will be able to correctly categorize blood glucose levels that indicate Type II Diabetes by the next class. (cognitive domain)Pre-session preparation and materials needed: The instructor will need to set up the powerpoint slides before the class starts. The educator will need the powerpoint, questionnaire, blood glucose meters, and informational packet to conduct this lesson. It is strongly suggested that the educator have several ways to access the powerpoint such as saved on a computer, saved on a jump drive, and/or printed out (print the powerpoint out in case of technical difficulties). Pre-assessment: At the beginning of class the instructor will hand out a questionnaire that will assess the patients’ knowledge about Type II Diabetes. This questionnaire will help the educator assess what the patients know and don’t know so that they will know what to focus on more during the lesson. When taking the questionnaire, tell patients to leave blanks if they do not know an answer to a question and ensure them that it’s ok if they don’t know the right answers. If there are many blank questions, the educator will see that the patients know little about Type II Diabetes and that they need to be specific and detailed during the lesson. If the questions are answered incorrectly, the educator will know what the patients are confused about and will be able to clarify on the subject. If many questions are answered correctly, the instructor will know what information they don’t have to go into detail on. QuestionnaireWhy are you choosing to attend this class?What do you expect to get out of this class?Do you feel there is a need to change your diet after being diagnosed with Type II Diabetes?What is Type II Diabetes?What causes Type II Diabetes?What are some symptoms of Type II Diabetes?What are some risk factors of Type II Diabetes?What are some complications associated with Type II Diabetes? How is Type II Diabetes treated?Content and sequence 1. Distribute questionnaire to plete questionnaire.Collect and review questionnaire.2. Explain the condition of Type II Diabetes; how it develops (use powerpoint for steps 2-6).3. Risk factors and symptoms of Type II Diabetes.4. Explain what glucose is, how it affects blood glucose levels. Explain what high blood glucose levels mean and why it is a concern for those with Type II Diabetes. 5. Demonstrate how to check blood glucose with monitor and then have the class check their own blood glucose with monitors provided.6. How Type II Diabetes is treated with diet, importance of carbohydrates balance in people with Type II Diabetes, how carbohydrates are connected to glucose, what is the correct amount of carbohydrates for a person with Type II Diabetes.7. Have class get into groups and list foods they think are high in carbs and low in carbs and which are ok for people with Type II Diabetes.8. Go over the lists the class came up with and clarify which foods are high and low carb and which are best for those with Type II Diabetes9. Take questions from the class.10. Give the class a second questionnaire (same questions as before). Educator will keep these questionnaires for evaluation. 11. Give class information pamphlet and explain to them that it can be used as a reference for the things they learned during class.Evaluation: The questionnaire given at the beginning and end of class will be compared to see how much each person learned in the class and if they retained the information. The educator will also evaluate each person when they check their blood glucose and make corrections/give tips if the student is having trouble. The educator will also assess how interested the patients seem in the material by the questions they ask, their attitude towards changing their diet, and if they take/read the informational packet given at the end of class.Lesson Plan (2)Total time: 20 minParticipation number: 15Performance objectives: When presented with a questionnaire, patients are able to correctly list foods high in carbohydrates by the end of class. (cognitive domain)Patients are willing to prepare their own low carbohydrate meals at least three times a week. (affective domain)By the end of class, patients will be able to plan a low carbohydrate meal containing between 45-60 grams of carbohydrates by properly using the exchange system. (cognitive domain).Pre-session preparation and materials needed: The instructor will need to set up the powerpoint slides before the class starts. The educator will need the powerpoint, questionnaire, and food diaries to conduct this lesson. It is strongly suggested that the educator have several ways to access the powerpoint such as saved on a computer, saved on a jump drive, and/or printed out (print the powerpoint out in case of technical difficulties). Pre-assessment: At the beginning of class the instructor will hand out a questionnaire that will assess the patients’ current diet. This questionnaire will determine the patients’ interests in and attitude toward the class, along with their willingness to change their diets. It will also help the educator assess what the patients’ daily diet looks like, how often they eat out or cook at home, and if they are eating foods that are contributing more to Type II Diabetes. If the majority of patients cook meals at home, the educator can focus more on homemade meals. If the majority of patients eat meals away from home, the educator can show how to the class how to manage a Type II Diabetes diet when going out to eat. The questionnaires will also help the educator see what each patient is eating that is contributing to Type II Diabetes and a spike in blood glucose, so then the educator can help these patients exchange these foods with another food that will affect their blood glucose levels less.QuestionnaireHow many times a day do you eat?What do you normally eat for breakfast, lunch, dinner, and snacks?How often to you eat at home during a week?How often do you eat out during a week?How often do you eat any pre-prepared meals during a week (i.e. frozen burritos, frozen pizza, smart ones, ect.)? List foods high in carbohydrates that may contribute to increased blood glucose levels.How long would you take to prepare a meal?A. 10 minutesB. 30 minutesC. 1 hourD. more than an hour Content and Sequence:1. Distribute questionnaire to class.2. Show class where carbohydrate information can be found on a nutrition label.3. Explaining what the Exchange list; why it is helpful to those with diabetes.4. Explain how to use the Exchange list to plan and prepare a low carbohydrate meal.5. Have the class get into three groups of five and have each plan a low carbohydrate meal using the exchange list (one group plans breakfast, another plans lunch, and the last plans dinner). 6. Go over each meal as a class to make sure they are all low carb and make any corrections if needed. Also have each group explain how they used the exchange list to plan their meal to make sure they know how to use it correctly. 7. Show an example of a low carb meal (provided in powerpoint); discuss how many carbs are in each item; go through each step to how the meal would be prepared and how long it would take.8. Hand out food diaries; explain what a food diary is and how it will help the patients manage Type II Diabetes.11. Take Questions from the class.12. Give class Exchange list meal samples for reference at home.Evaluation: The meal plans that the patients create will evaluate if they know the difference between high and low carb foods and if they know how to use the exchange list properly. The food diaries can be looked at in upcoming visits and will evaluate how willing the patient is to stick to a Type II Diabetes low carb diet. The food diaries will also evaluate if the patients understand how to count carbs and use the exchange system on their own. The educator will also assess how interested the patients seem in the material by the questions they ask, their attitude towards changing their diet, and if they take/read exchange list given at the end of class.ReferencesType 2 Diabetes. . Updated 2014. Accessed Oct. 10, 2014.Type 2 Diabetes. . Mayo Clinic Website. Published July 24, 2014. Accessed Oct. 10, 2014.What is Glucose? . Accessed Oct. 9, 2014.Checking Your Blood Glucose. . ADA Website. Published June 7, 2013. Updated Oct.6, 2014. Accessed Oct. 10, 2014.How Does Fiber Affect Blood Glucose Levels? . Joslin Diabetes Center Website. Accessed Oct. 9, mon Questions about Type 2 Diabetes. . Joslin Diabetes Center Website. Accessed Oct. 11, 2014.Carbohydrates Exchange. . Diabetes Teaching Center at the University of California, San Francisco Website. Accessed Oct. 11, 2014.The Exchange List System for Diabetic Meal Planning. . University of Arkansas Website. Accessed Oct. 11, 2014. Inzucchi, S et al. Management of hyperglycaemia in type 2 diabetes: a patient-centered approach. Position statement of the American Diabetes Association (ADA) and the European Association for the Study of Diabetes (EASD). Diabetologia. 2012; 55(6): 1577-1596. doi: 10.1007/s00125-012-2534-0.Food Diary Guidelines. . The Performance Institute Website. Accessed Dec.1 2014. CopyrightPhotos from powerpoint 1Picture 1: Obtained from ; the copyright policy stated that information and graphics found on the website can be used as long as the website is sited or the copyright symbol is included in the picture.Picture 2: Obtained from 2012books.books/introduction-to-chemistry-general-organic-and-biological/s23-02-stage-i-of-catabolism.html ; this picture is from an online book and can be used as a form of education only.Picture 3: Obtained from University of Maryland Medical Center Website; copyright policy stated that information from this site can only be used for educational purposes and must be sited when used.Photos from powerpoint 2 All pictures were obtained from University of California- San Francisco website; copyright policy stated that information from this site can only be used for educational purposes and must be sited when rmational PacketObtained from National Diabetes Education Program Website; can be used for educational purposes only.Exchange ListObtained from University of Arkansas Website; can be used for educational purposes only.Food Diary PacketObtained from the Performance Institute Website; can be used for educational purposes only. ................
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