University Nursing: Diabetic Foot Care and Prevention Teaching Plan

This assignment presents a comprehensive nursing teaching plan designed to educate first-year nursing students on diabetic foot care and the prevention of foot injuries. The plan, developed for a NUR3018 course, outlines a 12-minute session incorporating various teaching modalities, including group work, PowerPoint presentations, and practical demonstrations using mannequins. The objectives are to increase understanding of foot care practices, self-management of diabetes, and the importance of recognizing and preventing foot complications. The plan details session activities, time allocations, resources, and rationales for each step, including pre-teaching assessments, group discussions on self-management of blood glucose, practical training on foot care techniques, and discussions on diet and smoking cessation. Evaluation methods include questionnaires, practical assessments using mannequins, and viva examinations to assess the students' comprehension and practical skills. The plan emphasizes the importance of evidence-based practice, group collaboration, and the use of diverse teaching methods to ensure effective learning and improved patient outcomes.

Running head: NURSING TEACHING PLAN
DIABETIC FOOT CARE AND PREVENTION OF FOOT INJURY
Name of the Student
Name of the University
Author Note

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DIABETIC FOOT CARE AND PREVENTION OF FOOT INJURY
Introduction
Diabetes is a very prevalent disease in people worldwide. Proper treatment must be
implemented to cure or prevent this disease since it possesses additional risks related to health.
Among these, foot care is an integral part of care procedure in diabetic patient. Diabetes elevated
the glucose level in the blood. It can damage the nerves in the feet and caused clinical condition
known as peripheral neuropathy (Feldman, 2017). Therefore, it is significant to the people with
diabetes to follow foot care in their everyday routine. In this care process, nurses have critical
role to prevent this additional complications appeared in the patient.
Pre teaching assessment consideration
In this teaching procedure, the nurses should have the preliminary detailed knowledge
about the diabetes and the complexities related to this disease. The nurses should have prior
information about patients’ knowledge about the disease and related factors. They should
consider the patient’s value, belief during treatment (Stokke et al., 2014). Cultural competency
and language are other significant factors that the nurse should maintain while communicating
with the patient (Kohlbry, 2016).
Teaching plan template
Topic Undertake discharge education of a diabetic
patient needing to understand how to perform
foot care and prevent foot injuries.
Lesson objective To increase understanding of foot
care and prevention of foot injury in
diabetic patient

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DIABETIC FOOT CARE AND PREVENTION OF FOOT INJURY
Session length 18 min Number of
students
10 Resources required  Computer/ projector
 Internet
 Marker pens
 Audio system
Learners
characteristics
(assessment of
learners)
First year Nursing students. English and Non-
english speaking. Eagerness to learning.
Professional and interpersonal skills.
Communication and interaction. Knowledge and
understanding.
Approach and
modality
Evidence-based teaching, problem-
based learning. Powerpoint
presentation.Modalities used- audio-
visual, discussion, questionnaires,
powerpoint, group work.
Sequence Activity type Approach/Modality Time Notes / rationale
1 Introduction Teacher led,
auditory;
2 min A brief description about the topic foot care in diabetes
and its importance in nursing care is given. The
background of this education is shortly discussed. The
learners are also asked to share their knowledge and
perception about this matter.

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DIABETIC FOOT CARE AND PREVENTION OF FOOT INJURY
2 Group work;
Education on
diabetes self -
management
Group work-teacher
led, audio-visual,
power point; MCQ
questions
5min The students are demonstrated to monitor the self-
management of blood glucose level (SMBG) (Mamykina
et al., 2017). They are also educated about the when and
how to take glucose-lowering medications. The nurses are
trained about the specific actions taken for managing
glucose-level in any other illness. They are also trained on
how to use and dispose the used syringes and needles
properly. They also told that at the time of any
complication, the patient must contact with nearby
physician (Thiessen, 2017).
3 Group work-
nurses able to
know the do’s and
don’ts of caring
foot.
Teacher-assisted;
physical activity:
display the technique
onmannequin;
practical-based
learning
4 min The nurses are trained how to take care of foot in the
diabetic patient. The teacher instructed them to check feet
every day, wash the feet with luke warm water and soap
thoroughly (Ejaz, 2014). Then it is advised to dry the feet
especially between toes carefully. They also told that nails
should be cut gently and any cut should not be encouraged.
Immediately contact with the doctor. They also thoroughly
educated about the foot care management and precautions.
It is also trained that wear shoes that will fit appropriately
and avoid barefoot and always wear shoes in home or
outside both. They are also trained not to cut any calluses
or corn.

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DIABETIC FOOT CARE AND PREVENTION OF FOOT INJURY
4 Group work Teacher-assisted,
audio-visual; power
point and marker.
2 min The nurses are educated about taking of proper medication
of maintaining blood-sugar level. The nurses are instructed
to advice not to use any kind of OTC chemicals on corns,
warts since they are coercive to use in the patients with
diabetes. They are instructed to use lotions and cream on
the foot to moisture the skin and to keep clean. Protective
measures should be taken to avoid any kind of infection in
the foot.5 Slide presentation Teacher-facilitated;
audio-visual
2min PPT was presented to advice the nurses about diet-
planning of the patient. Since the diet is directly related to
the blood-glucose level. A nutritious diet chart must be
followed to maintain the level (Tao, Shi & Zhao, 2015).
The nurses are instructed to make a diet chart in groups
for the diabetic patient. The increased level of glucose has
elevated risk of causing peripheral neuropathy in foot.
After the show, some questionnaires were asked to the
6 Group work Teacher led; visual 1 min Finally all the nurses are taught about the ill effects of
smoking. Smoking can damage the blood vessels that
gradually elevated the probability of causing foot ulcers.
The nurses are asked to make a poster regarding this matter
and demonstrate it in other groups. The nurse are educated
to prohibit smoking who is a diabetic patient.

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DIABETIC FOOT CARE AND PREVENTION OF FOOT INJURY
7 Evaluation Teacher directed
discussion
2min The learners were evaluated by providing questionnaires
and answering them. They were asked what they have
understood briefly. Viva was taken and their practical skill
was examined by performing on mannequin.
Evaluation of the used strategy
After the completion of teaching, the students are evaluated to assure that the planned
course has provided a good impact on them. More knowledge the nurses achieve, the patient
outcome will increase. Many methods have been processed for evaluation of the learners and it
can be reflected by use of questionnaires, practical-based learning, viva and many more. Since
the foot care in diabetic patient is a practical-based approach the nurses should have the detailed
practical knowledge about the practice that is required to evaluate. Few methods that are taken
into consideration in this teaching:
The use of questionnaires- The learning procedure is not only about the performance of
the teacher, but it must be aimed to focus on the response of learner. Usage of questionnaires
helps to understand the willingness of the participants and expresses their knowledge. The best
evaluation is done by conducting questionnaires or viva at the before or end of the session
(Konda et al., 2017).
The usage of mannequins- The usage of mannequins helps the participants to acquire
the practical knowledge by performing on the mannequins (Basak et al., 2016). It is considered
as a beneficial procedure since it not only focuses on providing theoretical knowledge. Along

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DIABETIC FOOT CARE AND PREVENTION OF FOOT INJURY
with this, it provides a detailed insight of a real situation appeared in any emergency conditions.
All these practices will able to think critically to the learners.
Conclusion
From the above teaching plan, it can be concluded that the evidence-based practice is
very effective for learning any care procedure for nurses. It will be also helpful for teacher to
educate the learner in effective way by the use of mannequin that includes practical-based
learning. The evaluation made by questionnaire will help to gain knowledge among the
participants. Therefore it has significant role for foot caring and prevention of foot injury in
diabetic patient.
Group collaboration and participation
All the learners associated with this plan are very supportive and all maintained good
collaboration with each other. Effective coordination was seen in some works at the time of
poster making. All the works were distributed in group and they divided themselves accordingly.

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DIABETIC FOOT CARE AND PREVENTION OF FOOT INJURY
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https://pilotscholars.up.edu/cgi/viewcontent.cgi?article=1015&context=nrs_gradpubs