Report: Supporting Learning - Glucometer Use at Home for Older Adults

This report details a lesson plan and rationale for teaching older adults (50-60 years old) how to use a glucometer at home. It covers lesson outcomes, teaching methods based on behaviorism, cognitive learning, connectivism, and a content focus method. The report emphasizes the importance of patient compliance and considers psychomotor, cognitive, and affective domains. It explores how different learning theories support the teaching process, including practical demonstrations and technology integration. The conclusion highlights the significance of home glucometer use for diabetes management and the role of targeted education in improving health outcomes. This document is available on Desklib, a platform offering a range of study tools and resources for students.

Supporting learning

Table of Contents
INTRODUCTION...........................................................................................................................1
LESSON PLAN...............................................................................................................................1
RATIONALE...................................................................................................................................3
Choice of topic.......................................................................................................................3
Teaching method with theories of learning............................................................................4
CONCLUSION................................................................................................................................6
REFERENCES................................................................................................................................7

INTRODUCTION
Learning is defined as the process that leads to creating the change that occurs based on
experience and enhances the potential for improved performance and future learning (Guo and et
al., 2017). However, the change associated with the context of learning may happen in various
aspects, including knowledge and attitude or behavior. In this report, the discussion is based on
glucometer use at home. In this, with the help of the teaching model, the selected target group
that majorly includes older people of age 50 to 60 as a service user is taught to use a glucometer
in the home. The relevant domain is taken with a proper learning approach to deliver the teaching
per the selected target group as service users (Illeris and et al., 2018).
LESSON PLAN
Title
Use of glucometer in home
Lesson outcomes
 To understand the concept of a glucometer.
 To analyze the ways and methods for using glucometer in a home.
 To evaluate the advantage of glucometer in the home.
Level: Level 4 Pre-registration
Adult Nurses
Duration: 30 min. Type of Activity: To educate people
about using a glucometer at home.
Type of audience
People are dealing with diabetes.
Need of a glucometer to
examine the blood sugar level.
The student is pursuing nursing
courses.
The number of students:
Date
Materials
Glucometer, PowerPoint, and others
Teaching methods
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Behaviourism learning theory
Cognitive learning theory
Constructivism learning theory
Connectivism learning theory
Assessment – how learning will be recognized
Observation is being taken from the selected target group. The group discussion is also analyzing to know
the people's behavior of understanding towards using glucometer in the home.
Pre-activity preparation
Students: They must know the discussion topic and try to collect some information related to the topic.
Moreover, students add some knowledge regarding the topic before discussion in class.
Instructor: the working of the glucometer is checked, and the proper functioning is also analyzed before
starting class.
Step 1: Introduction/setting the scene
Sr.
Instructor & Student Activity Time Resources Q&A
1
 Provide the concept and principle and show
the aspect of features related to glucometer
use.
 Analyze the most preferred aspect and
generate the education among the target
group with the learning method.
2.5 min PowerPoint and simulation
2
 Maintain and provide knowledge and
discussion among the target group related
to the use of glucometer in the home.
2.5 min Using glucometer and
provide step-to-step use.
Roles:
Used to instruct and provide education to the
target group as teachers regarding the
glucometer.
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Step 2: Action-role play
S/N
Instructor & Student Activity
Time Resources Q&A
In this, they used to monitor and analyse the
key understanding of people which is related
with the use of glucometer in all the aspect.
Moreover, the use and working is being
evaluated.
12 min Equipment and
PowerPoints.
4 They discussed with the individual regard with
the working of glucometer in all aspect.
8 min NA
Step 3: End of activity/debriefing
S/N Instructor & Student Activity Time Resources Q&A
5 In this allow the individual to ask their doubt
and query which is related with the use of
glucometer. However, they ask question and the
concept which is reliable and validated.
5 min NA
RATIONALE
Choice of topic
With this, the teaching of glucometer use plays significance in the development of quality
of care and health. In this, the information regarding the glucometer is shared with everyone who
comes under the target age group. The rationale shows that the glucometer is used in homes to
self-monitor own blood glucose levels. The use of glucometer is wholly based on patient
compliance to educate the use of glucometer to the chosen target group. Some domains such as
psychomotor domain, cognitive domain, and affective domain. It is used to share feasible
information to teach about glucometer use at home (Kuk and et al., 2018).
Teaching method with theories of learningBehaviourism learning theory: To properly understand the service user, it is essential to focus on
the idea that all behaviour is usually learned through interaction with the environment. It is
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helpful to state the behavior known from the basis of background and say that they have innate
and inherited factors that help to influence the behavior (Cronje et al., 2020).
The demonstrated in being taken with the physical approach among the target group and
share the information with the help of practical aspect that provides knowledge of using the
glucometer. Moreover, the theory of learning provides an element that when people of the target
group used to learn about something and by following the approach of this learning theory,
interaction and communication with the target is beneficial for the development of core
knowledge and skill for the use of glucometer. The teaching behavior with the demonstration
process is also helpful through the interaction with the environment. It contains cognitive and
psychomotor domains, which is feasible for developing information relevant for the use of a
glucometer (Banihashem et al., 2021).Cognitive learning theory: In this, the cognitive learning theory is about understanding how the
human mind help to work people learn. In this, the operating manual and practical scenario are
shared with the older people who are service users. Their approach focuses entirely on the source
of information, which is helpful to process with the term of brain and how the aspect of learning
occurs through the internal processing of data. With the help of cognitive learning style, the
psychomotor domain plays an essential role in developing such activities that enhance the
appropriate and helpful skills to gain learning.
While taking the aspect, a deep-down knowledge is associated, which shows that some
processes are followed an element of mechanism that is regulated from a cognitive approach. It
is the stimulus to gain some knowledge or used to learn something the mental process is started.
The trigger is used to produce the response towards that particular learning. In this, when the
teaching is going on, the use and importance associated with the target group acting as a service
user, then they gain the information. After the process is taken with a brain, the response is
evaluated based on support and learning the use process with a glucometer. It usually contains
the psychomotor domain because the cognitive function goes through the brain activity and huge
process of brain mapping is running, which response. This learning process is entirely based on
the aspect that follows the psychomotor activity associated with the brain (Ouyang and et al.,
2019).Connectivism learning theory: Connectivism is a relatively new learning theory that provides
indication regarding learning that suggests that individuals combine thoughts, ideas, and general
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information used in appropriate manners. In this, it used to accept the technology, which acts as a
significant part of the learning process in the proper ways. They have constant connectedness,
which provides opportunities to make their own choice for the learning. While taking the contrast
of glucometer, it comes under the vision of advanced device, and they need a proper path for use
(Fernando and et al., 2017).
Moreover, the connectivism learning theory provides a role that is majorly focused on
technology development. In this, the selected target group has weak aspects of the technology,
and they require proper support and care for their learning. So, this learning theory plays a role in
psychomotor domain, social domain, and others associated with the formulation of knowledge
(Downes et. al., 2019).Content focus method: While taking the contrast of teaching, this method is effective in term of
various aspect which is followed under some method which is beneficial to raise the learning
experience. In this category of method, the teacher and the leaner used to take some of the
content which is involve with the slected topic named use of glucometer to the selected target
area. Moreover, this help to show the ifnromation and skill which is help to taught as the reagrds
which is eseential and improtnat when it is compared with other teaching method. This method
usually foucs on the content which is delibertaly speaks the content in the front of target
audience. The lot of emphasis which used to laid on the aspect of clarity and behaviour which is
careful and follow the aspect that help to analyse the content. As per this, the teacher and the
leaner does not alter or used to become the critical of anything which is with the content.
Moreover, it is defined as an example which is associated with the subordinate that is based on
the interest of suboridinate of the teacher and the leaner which help to show the content that is
usually programmed based approach.
The responsive model is useful which is based on the coaching which help to involve in the
context with the expert that is based on collaborating with the teacher that show the aspect of
cycle of the planning, instruction and the reflection which is based on the various purpose which
help to enhance the teacher pedagogical and the content which is based on various knowledge
which help to enhance and improvce the instruction. In the context of contect focus method,
there are various of different teaching methodologies, the teacher usef to focus on the use of
content focus method which is based on the content, that set of information or the skill which is
taught by teacher or any experts that cannot be changed or to be altered. However, the content
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that taught which is important or the unimperahable which is based on the both the leaner and the
tecahyer which help to best fit with the subject which is defined as the use of glucometer in the
home. Moreover, the student must used to take clear understanding which is associated with
teaching method in order to generate knowledge and skill which is based on the content. In
addition to this, there are various method which is also focus in the teaching method and also
effective in order to promote healthy environment of learning among the population. the use of
glucometer is based on the different aspect because it is genuially a medical device and they
require proper training to use and make it more effective when the individual used to use the
equipment on home. In addition to this, the teaching method is apllicable to develop knowledge
and training which is appropriate and proper while taking the aspect of different forms.
CONCLUSION
As per the above discussion, it is analysed that the use of glucometer in the home plays
important role for the diagnose of sugar level in the blood, they have set of process and standard
operating procedure which is followed for the use of glucometer in home. As per this, the target
group are 50 to 60-year-old people and the teaching is based on the various theory which is
associated with the teaching pattern that support the people in developing of psychomotor
domain, social domain and many more.
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REFERENCES
Books and Journals
Illeris and et. al., 2018. An overview of the history of learning theory. European Journal of
Education, 53(1), pp.86-101.
Kuk and et. al., 2018. A dissection of experiential learning theory: Alternative approaches to
reflection. Adult learning, 29(4), pp.150-157.
Hendricks and et. al., 2019. Connectivism as a learning theory and Its relation to open distance
education. Progressio, 41(1), pp.1-13.
Downes and et. al., 2019. Recent work in connectivism. European Journal of Open, Distance and
E-Learning (EURODL), 22(2), pp.113-132.
Fernando and et. al., 2017. Constructivist Teaching/Learning Theory and Participatory Teaching
Methods. Journal of Curriculum and Teaching, 6(1), pp.110-122.
Guo and et. al., 2018. Application of a Computer-Assisted Instruction System Based on
Constructivism. International Journal of Emerging Technologies in Learning, 13(4).
Ashby and et. al., 2017. Multiple systems of perceptual category learning: Theory and cognitive
tests. In Handbook of categorization in cognitive science (pp. 157-188). Elsevier.
Ouyang and et. al., 2019. The relationships between social participatory roles and cognitive
engagement levels in online discussions. British Journal of Educational
Technology, 50(3), pp.1396-1414.
Banihashem and et. al., 2021. Pedagogical Design: Bridging Learning Theory and Learning
Analytics. Canadian Journal of Learning and Technology, 47(1).
Cronje and et. al., 2020. Towards a new definition of blended learning. Electronic journal of e-
Learning, 18(2), pp.pp114-121.
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