Teaching Plan for Clinical Education on Type 2 Diabetes Mellitus

This teaching plan focuses on providing nursing students with information necessary to help patients recover from diabetes mellitus. It includes behavioural objectives, outline of content, characteristics of the learning process, teaching method and delivery mode, resources, and evaluation method.

TEACHING PLAN FOR CLINICAL EDUCATION
TEACHING PLAN FOR CLINICAL EDUCATION
Name of the Student
Name of the University
Author Note

1TEACHING PLAN FOR CLINICAL EDUCATION
Table of Contents
Part A:..............................................................................................................................................2
Teaching Plan:.............................................................................................................................2
Part B:..............................................................................................................................................4
Education Literature:...................................................................................................................4
References:....................................................................................................................................10

2TEACHING PLAN FOR CLINICAL EDUCATION
Part A: Teaching Plan for Mr Bob with type 2 Diabetes mellitus (DM)
Purpose: To provide a group of nursing students with information necessary to help Mr Bob
recover from diabetes mellitus.
Goal: Mr Bob will get rid of diabetes mellitus after the treatment
Current group for which the plan is established for Group of nursing students
Behavioural
objectives
Outline of the content Characteristics
of the learning
process
Teaching
method and
delivery
mode
Resources Evaluati
on
method
Behavioral
learning objectives
will state the full
skeletal structure
of this teaching
plan.
Design a teaching
plan comprising of
both digital
presentation and
oral lectures for
theoretical classes.
Simplify the
practical
understandings for
the clinical
manifestation of
the disease by
Symptoms and treatment
lesson will encompass
around, providing both the
physical and clinical
manifestations of diabetes
type 2. Distinctive signs
between type 1 and type 2
diabetes will also be
discussed here. Type 1
diabetes results when
patients pancreas is
attacked by his immune
cells. Whereas diabetes
type 2 does not become
autoimmune as the other
type. The pancreas can still
produce insulin in case of
diabetes type 2. In the
Learning process
needs to be
characterized
properly for the
proper
understanding of
the students. The
learning
environment will
compose of
patient wards for
practical
purposes and
institute
allocated
classrooms for
theoretical
studies. Timing
The mode of
delivery of
lecture will
comprise of
oral and
electronic
presentation
of the same.
This
procedure will
be more
analytical in
approach as
students can
visualize what
they are
hearing from
the lecturer.
PowerPoint
presentatio
ns and
paper notes
of lectures.
On
evaluatio
n, it can
be stated
that this
teaching
plan will
ensure
that
behaviou
ral
objective
s are met
well.
Students
will gain
a proper
understan

3TEACHING PLAN FOR CLINICAL EDUCATION
providing model
organisms for
study purposes.
Evaluate the
outcome of the
teaching plan by
using semester
based
examinations and
assessing students
based on their
marks obtained in
theoretical and
practical
examinations.
second part, the treatment
processes of diabetes type
2 will be discussed.
Treatment procedures will
include drug medications.
Insulin injections can be
administered in case of
total pancreas failure at an
advanced stage of diabetes
type 2.
senses will be
sharp for this
process. Students
must attend the
classes on time
so that they do
not miss any
lesson.
Study
materials will
be provided to
students
through the
mail, which
will help them
to assimilate
the
knowledge
they gained
from the
class.
Instructions to
attend classes
will be
provided to
the students,
which will
include
keeping daily
records of the
lessons and
regular
sessions of
homework
and classwork
checking.
ding of
the topic
until they
attend the
classes,
and
quality
education
is
provided
from our
side.
However,
electricit
y
breakdow
n and
other
faults can
hamper
the
teaching
process
as this is
an
electronic
learning
process
combined
with oral.
Keeping

4TEACHING PLAN FOR CLINICAL EDUCATION
the odds
apart, this
teaching
process
can be
evaluated
to a
positive
result.
Part B:
Education Literature:
Students will be first assessed for their comfort in attending the teaching classes. This
criterion is the primary factor of every teaching plan (Bos et al., 2015). Students desire, both
physical and mental, to undertake the lesson will be necessary. Electronic study based classes
will be used in this learning process. Students from different communities will be selected.
Communities selected for this study process will be both urban and rural areas. This process will
ensure proper diversification among the learners and the distribution of knowledge among
different communities (Metcalfe & Neubrander, 2016). Motivation will be increased among
students when they will be presented with a mixed population in class (Alejo & Piquer-Píriz,
2016). Healthy individuals will gain motivation when they see people from rural areas getting
selected for attending the teaching process. Proper evaluation after examinations will also be
done for the students making them motivated after getting a proper assessment. Learning styles
will be used here to classify the students based on their learning styles. There are various models
of learning techniques. These models are David Kolb's model, learning modalities, Neil

5TEACHING PLAN FOR CLINICAL EDUCATION
Fleming's model, Anthony Gregorc’s model, NASSP model and Peter Honey and Alan
Mumford’s model (Labib, Canós & Penadés, 2017). All of these models are based on providing
different perspectives of learning styles (Chang, Hung & Lin, 2015). This plan will check the
ability to read as well to write, and regular class works will do nursing students literacy
evaluation. Cultural considerations are another major factor in the teaching process. Students can
be from any part of the world. Every student should not be expected to understand English
languages. In that case, interpreters can be appointed to translate the lessons into their native
language so that they can understand. No kinds of religious beliefs should be brought forth
during class hours (Jeffreys, 2015). This preventive factor will ensure a culturally safe
environment during the teaching tenure. Cultural competence plays a significant role while
establishing a teaching plan for students from different cultures. Ethical understandings play a
significant role in the maintenance of integrity among the students (Chowdhury, 2015). Valuing
honesty comes as the primary criteria in the teaching plan for a teacher (Nilson, 2016). Fairness
comes second to the ethical factors which ensure logical progress of the teaching process. The
three levels of ethical enactment need to be maintained in a teaching plan (Houwelingen, Van
Dijke & Cremer, 2017). The first level is the process of interaction with different communities of
human beings. Second level deals with citizenship. The interest of the students in attending the
classes plays a significant role in the success of the teaching plan. The third level brings out the
proficiency and professionalism in the teachers' nature. The more efficient a teacher is, the better
his or her his teaching plan is expected to progress.
Several framework models are used to support this teaching plan. Kolb’s model will be
used to describe this teaching plan. Kolb’s model emphasises on four factors: Accommodator,
Diverger, Converger and Assimilator (DeCoux, 2016). Accommodator will provide a complete

6TEACHING PLAN FOR CLINICAL EDUCATION
experience about the clinical symptoms and treatment procedures of diabetes type 2. This part
will cover up every factor that gives a brief description of the chosen case. Conceptualizing the
abstract with substantial practical exposure will be very helpful in proving hands-on training to
the nursing students. Diverger and Assimilator parts will help the teaching plan to focus on the
topic itself and create fewer chances of divergence. Assimilator helps in reproducing the
knowledge that will be gathered by the teaching plan. This criterion will be met when students
will undergo the examination part of this teaching process. Another model known as the NASSP
model (National Association of Secondary School Principals) is being used as a framework for
this plan (Haines, 2018). Three variables are taken care of by this model. They are cognitive,
affective and physiological processes. Since my teaching plan involves both theoretical and
practical developments, cognitive processes become a significant factor. This plan would
emphasize cognitive developments of students by checking their mental growth and experiences.
Physiological processes become the utmost importance in this teaching plan. This is because the
teaching lesson focusses of a disease of the human body. Diabetes type 2 is the disease
concerned here which is associated with improper usage of insulin by the human body. Therefore
physiological factors become most important while studying the symptoms of the disease.
Hypothetical concepts will be used to strengthen the learning process. These constructs come in
the form of various theories stated in the pathophysiology of the disease. VAK/VARK model by
Neil Fleming also supports this teaching procedure (Sk, & Helena, 2017). Although this plan
serves qualitative studies such as symptoms and treatments, it also becomes quantitative while
stating the epidemiology of diabetes type 2 and diagnosis processes. Various biological factors
like concentrations of fluids in the body, such as blood sugar level, hormonal production
(insulin) require analytical studies. Graphical representations of insulin levels during and before

7TEACHING PLAN FOR CLINICAL EDUCATION
diabetes will give a clear distinction to the students. Diabetes type 1 and 2 will be well
differentiated by applying this process. Auditory learning will also impose a good impact on the
students. As this study concerns about lectures along with slide presentations, auditory learning
will ensure proper acquiring of the knowledge by hearing and assimilating. Other models are
also present. However, they are not so useful as the previously stated models. This teaching plan
is mainly composed of a series of theory classes along with regular hands-on practical training.
Theoretical processes primarily focus on providing lectures on the symptoms and treatment
procedures. Practical part includes treating a model organism, suffering from diabetes type 2 by
applying specific drugs. The above-stated frameworks are linked to the teaching plan provided
here. Supported by literature reviews, this teaching plan becomes solid because of its base. This
base is formed from the above-stated models and gets a clear justification also.
The education session will be unique in its presentation and will help the students in
experiencing an authentic process of studying. As stated above, this learning process will contain
both visual display and oral lectures. This process will help the students picturesque the whole
situation while hearing the talks. According to Jang, Reeve and Halusic, (2016), teaching
processes can be improved by creating a visual structure from the logical method. Practical
learning has to be performed after the theoretical knowledge of the students is cleared. However,
these visual presentations will provide the students with a live structure of the theoretical
knowledge gathered. Another unique part of this lesson session will be inquiry-based study. This
process will allow the students to ask questions about the areas that were covered in class.
Asking questions will enable them to understand the concepts well, which will help them in
gaining in-depth knowledge for the study. Repetition of lessons will be avoided in this teaching
process. This procedure will ensure that students are not bored while attending the classes.

8TEACHING PLAN FOR CLINICAL EDUCATION
Students will get interested in taking the lessons when they find a new topic to discuss in class
(Muijs & Reynolds, 2017). Another technique can be to relate the study materials to the lives of
the student. This process will make the learning process more interactive. During the sessions,
sometimes a student can be considered as a patient, and another student can be considered as the
nurse. A series of symptoms will be given to both of them, and the nurse has to identify the other
student as a victim of diabetes type 2. These procedures are known as practical ways of
theoretical studies (McEwen & Wills, 2017). Study groups will also be created in the class after a
session of 3 months. This allocated time is provided to the students to understand and adapt
themselves to the teaching process. During this course of time, students will come to know each
other and interact with each other also. Therefore the students will gain more knowledge by the
interaction processes. Study groups will be formed, and group competitions will be held, which
will help the students to analyze themselves to the studies (Huang & Shimizu, 2016). Providing a
summary before the actual material is delivered will allow the students to get an overview of the
days' studies. As an instance, symptoms of diabetes type 2 is taken as a topic for discussion.
Instead of directly diving into the subject, a brief discussion about the significant symptoms of
diabetes type 2 will make the students aware of what they are studying on that day. This process
can also make the students more interested in attending the days' lecture (Overmann, 2017).
Taking breaks during the session is very important to relieve the students from stress feelings.
Regular week offs in the lesson is also essential to allow the students to rest and assimilate the
knowledge they gathered in class. Breaks are necessary for every work processes as they allow
the workers to relax their minds and prepare a fresh mind for the next day work. Physical
sickness feeling in students will also be prevented by providing breaks in the learning process.

9TEACHING PLAN FOR CLINICAL EDUCATION
The above stated strategies are applied in this teaching plan and these strategies will maximize
the learning process (Camahalan & Ipock, 2015).
Evaluation of this teaching process is important since it will help me to analyze the
effectiveness of the teaching process (Oermann & Gaberson, 2016). Setting a primary focus for
the evaluation is a good way to set a goal for assessing the students. During the evaluation, the
main focus of the assessment will be to check whether the students have gained both theoretical
and practical knowledge or not. Tools of techniques that will be used to evaluate the students
will be mainly based on examinations. Examinations will be held based on regular weekend
tests. These tests will be both oral and theoretical tests. Verbal tests will evaluate the student
based on interaction skills, and the academic tests will assess based on writing skills. Expressing
the acquired knowledge in a paper will allow the student to evaluate themselves too. Cutoff
marks will also be issued for a pass and fail categories. The above stated theoretical evaluation
structure has been prepared according to a paper (Oermann & Gaberson, 2016). Practical
evaluation processes will also be performed. This process will be followed as per the behavioural
learning objectives stated in the above teaching plan in part A. Practical examinations are also
crucial in nursing teaching plans (Mertler, 2016). Nurses are medical professionals, and they
need to take care of live patients. As a result, along with the theoretical knowledge, practical
experiences about the treatment processes are also necessary. Providing a live patient for
practical after being evaluated by a model organism will allow a proper evaluation of the student.
The students will be more experienced about the practical studies after handling a model
organism for symptoms and treatment process of diabetes type 2. The behavioural objectives, as
stated in the teaching plan, can be said to have been met by following this teaching plan. This is
because the practical sessions will provide both model and live patients for the study purposes.

10TEACHING PLAN FOR CLINICAL EDUCATION
Mixed cases will also be provided for the differential identification of diabetes type 2. The
theoretical knowledge will acquire a critical understanding of the biological concepts, and
practical experience will give the students a hands-on the training process. Therefore this process
of learning can be stated to be successful in attaining the behavioural objectives fully. Students
can be hoped to gain good knowledge in the identification of the disease and applying the
treatment process correctly.

11TEACHING PLAN FOR CLINICAL EDUCATION
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