Developing
Strategies for Enhancing
Diabetes Education
Marilyn Porter, RD, CDE
Southern Michigan Diabetes Outreach Network
(SODON)
I
wonder why it is, that when children start school they are full
of enthusiasm and the very thought of learning is truly awesome...then
as the years pass, excitement is so often tempered by, or replaced
with apathy and sometimes even worse...negative feelings about
learning and education in general that may impede the course
of future learning opportunities. What happens to the innocent
desire to learn that turns to boredom and limits learning potential?
Who bears the responsibility for learning? Is it the learner
or the teacher, or both? This article in the series of type
2 diabetes and children will explore teaching philosophies,
expanded to include child and adult learning situations in various
environments. These are not unique or revolutionary thoughts,
but rather a review of ideas that work well which educators
may incorporate to help learners learn, and thus enhance their
own teaching style.
Diabetes educators face the formidable
task of teaching across generations, and cultures, teaching
people with diverse lifestyles, multiple degrees of education,
and varied motivational levels that may, or may not, want to
hear the diabetes message. Inspiration for the instructor to
teach and the student to learn can result from the synergy between
them. What could be better for a diabetes educator than to know
s/he has empowered a person to self manage their disease; and
what better feeling is there for a person with diabetes to become
empowered from their teacher? Diabetes educators can not impart
the characteristics of good learners to patients or clients,
nor can they force unwilling participants, to learn, but they
can create opportunities that may eventually lead to the desired
outcome.
First, the topic must be one
that the learner can relate to. Adults draw from their own experience
and diabetes may already be a familiar subject. Teachers then
may assess the extent of prior knowledge and the accuracy of
that knowledge. Additionally, previous experience and knowledge
would provide insight as to the readiness of the learner to
learn and to make lifestyle changes. Children possess their
own unique fears, concerns, and motivations for learning about
diabetes, since it may be a new experience. In this case the
child is developing a learning reservoir on which building will
occur. The diabetes educator is charged with the responsibility
of convincing the young learner, being sensitive to the child’s
feelings in a positive and non-threatening way, that diabetes
is indeed relevant to them.
Hands on teaching methods and
tools provide learning experiences that are preferred by kinesthetic
learners, and also promote skills by enhancing memory, regardless
of learning style. A repeat demonstration, for example, offers
the learner an opportunity to learn by doing, and provides feedback
to the teacher that will measure the student’s skill.
Role-playing in groups can be fun although pre-established trust
among the group participants is necessary for this type of activity
to be effective.
Educators must often create a
motivational environment for learning. This is particularly
true for child learners who may not understand at the onset,
the value of the lesson being taught. An adult may be motivated
by improved health, but adolescent learners are likely to subscribe
to a belief in child immortality. Relevance again may surface
as a focus issue for the educator. To facilitate learning, adolescent
students in a group setting may appreciate a peer with diabetes
sharing what it means to have diabetes. Individually, a peer
mentor can positively impact student behaviors.
Children, in addition to adhering
to a specific learning style, also require developmentally appropriate
teaching tools. According to Piaget’s theory, before the
age of seven, a child cannot readily understand abstract thought.
The perceived focus during this developmental stage is on objects
and permanence rather than numbers and logic (Dembo, 1994).
Care should be taken to evaluate teaching tools for their age
appropriateness and brochures for literacy, based on the students’
age, development, and education.
One measure of success of diabetes
education is how it empowers the learner to manage his/her own
situation. Learners should be inspired by the lessons, but as
with other chronic medical conditions, the inspiration may require
a bolus injection periodically. Continuing education is important
for accurate, state of the art teaching, as well as for motivational
value.
Elements that enhance learning
seem to rest on the shoulders of the teacher rather than the
student. So how does the educator cope with such responsibility?
First, be a good listener. Students, patients, clients, and
consumers, all communicate their needs. The educator who listens
will most likely fulfill those needs. Listening is one of the
best ways to create a positive learning environment and trusting
relationship.
Take advantage of any miniscule
learning opportunities. They often appear unexpectedly. In a
time deprived society, a good teacher must plan to distribute
pearls of wisdom using non-traditional, impromptu methods. Planning
for impromptu moments is a practical oxymoron!
Finally, to answer the question,
“What is a good teacher?” Third grade student Sela
Cont (2002) summed it up this way, “I think a teacher
should be good at explaining things. A teacher should be fun
but challenging. A good teacher should be organized and ready
(to teach). I like when a teacher teaches fun activities in
class and not just writing on paper. A good teacher should like
teaching.”….how well said.
Marilyn Porter, RD, CDE, received
her dietitian’s degree from Western Michigan University,
and will be getting her MS in Human Services from Capella University
this summer. She is currently Diabetes Educator at Southern
Michigan Diabetes Outreach Network (SODON), and develops written
diabetes educational materials and resources for SODON’s
ten county service area. She is a recognized national speaker,
and presented at the American Association of Diabetes Educators
Annual Conference, 2001.
References:
Cont, Sela. 2002. Mrs. Bogucki’s Third Grade Class. Anne
E. Moncure Elementary
School. Stafford, Virginia 22554. Retrieved on July 12, 2002
from Internet source: http://hbogucki.staffnet.com/aemes/index.htm
Dembo, M.H. (1994). Applying educational psychology. 5th Ed.
New York: Longman.
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