LEADERSHIP FOR CLINICAL PRACTICE

Running head: LEADERSHIP FOR CLINICAL PRACTICE
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LEADERSHIP FOR CLINICAL PRACTICE
Student’s Names
Institutional Affiliation

LEADERSHIP FOR CLINICAL PRACTICE
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Leadership for Clinical Practice
Type 1 diabetes is a life- long ailment that is caused by a high sugar level in the blood. The body is able to generate insulin which can cause
complication over a period of time. It often causes damages of kidneys, eye and nerves which can lead to stroke. Patient education is a
fundamental aspect during discharge to reduce readmissions and complications (Peter et al., 2015). Thus the ultimate goal for a discharge plan
especially for the patient with type I diabetes is to well equip the patient with appropriate survival skills that will enable him to manage and be
responsible for his personal welfare. The key aspect of a transition plan is self- management education. In addition, it has also been noted that
inpatient education has an impact on the early discharge of the patient (Shin, Park & Kim, 2015). They are 3 phases of patient education that
comprise of continuing education, depth education and survival or acute education. All these types of education empower the diabetes patient on
areas such as foot care, nutrition, physical activity, medication and risk reduction. The basis of education is to maintain glycaemia, avoid
diabetes crisis and manage medicine.
The teaching sessions are guided by the learning theories such as behaviourism, cognitivism, constructivism and humanism. These theories
provide illustrations on the manner individuals are able to acquire organize, deploy knowledge and skills. On the other hand, the learning styles
that would be effective during discharge plan comprise of auditory learning, visual learning, logic learning, social learning, verbal learning and
physical learning.

LEADERSHIP FOR CLINICAL PRACTICE
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Teaching Plan Template
Topic Lesson objective
Session length 12 minutes Number of
students
4 Resources required Marker pens
Projector/computer
Internet connection
Learners
characteristics
(assessment of
learners)
English speaking, visual learners, poor
concentration, no disabilities, auditory
learners, similar age group and have no
similar level of health literacy
Approach and
modality
Activity-based and engaging- To learn new skills and
ideas
Modalities utilized- social, auditory, logic, visual,
physical and tactile
Sequence Activity type Approach/Modality Time Notes / rationale
1 Welcome and
overview
Behavioural- auditory2
minutes
Provide an overview of the topic of discussion and encourage the students to
actively participate in the discussion (Younas, 2017). Illustrate to the learners the
importance of undertaking BGL self- monitoring through the use of specific and
simple steps which are at a level of patient’s comprehension. This comprise of
steps such as the patient has to prick his finger through the use of lancet and add
little blood drops onto a blood glucose inspection strip. Finally, insert it into the
meter to show the numbers and read the strip. Therefore, it is essential that each
patient has to acquire blood glucose strips, blood glucose meter and a lancet
device which has lancets.