Module 2 Study Guide

Answers to the first 3 questions in each module's study guide are part of the final.
Study Guide: 

1. From the module, list four or more of the most important facts, strategies, ideas, or
perspectives to keep in mind for future practice.

 Get to know your audience by getting to know the customs and cultures
beforehand.
 Keep audience engaged, tone, volume and speed of voice will determine how
audience will receive your message
 Pauses are a powerful attention getter.
 Allow time for questions before closes. Then emphasize core message.

2. Give examples for each (giving presentations, planning group education, and
considerations for teaching adults) of how you could apply and practice concepts
from this module as you plan your future presentations in this class.

Giving presentations:
 Get to know your audience by getting to know the customs
and cultures beforehand.
 Keep audience engaged, tone, volume and speed of voice will
determine how audience will receive your message
 Pauses are a powerful attention getter.
 Allow time for questions before closes. Then emphasize core
message.

Planning group education:

Innovations in group education strategies

 Capitalize on opportunities to provide education

 No formal curriculum: Problem-based group
 Basic Education plus “forever” come as needed problem-based group

Considerations for teaching adults:

Adults bring experience; have things to share; have things to lose.

 • Encourage questions and discussion from their experience.
• Don’t just present the “truth.” Allow them to arrive at their own “truth.”
– “Can I eat the cake at my Granddaughter’s party?”
– Adults don’t want to risk looking stupid.
– “Drinking raw milk cured my cousin’s diabetes.”
– Adults do want feedback on progress and to know how they can improve.
– Summarize and provide assessment along the way
– “So far we’ve…”

3. How does this information connect with other courses you're taking now, have taken
previously, or with other life experiences?

I find this course very relevant to past courses as well as it aligns with my future
career. I find it very valuable being able to learn how to communicate and counsel
more effectively. There are many strategies with the toastmasters videos that I will
be trying to incorporate into my presentations and hopefully improve how I connect
with an audience.

4. Create a top 10 tips summary on public speaking from class discussions, your

previous speaking experiences, and the Toastmaster's videos;
1. Offer audience what they came to here. Tailor your speech to fit
their needs
2. Try to talk to audience before. Ask questions and try to create a
connection
3. Call and Response techniques.
4. When culturally appropriate, smile and make eye contact.
5. Factor in interest, demographics
6. Ask organizer for questions
7. Practice presentation from start to finish until you know it by heart
8. Always have one eye on the clock
9. Be authentically you
10. Embrace imperfections and show you too are human
.

5. Read the Module articles and be prepared to answer these questions: a) Does the
evidence, so far, suggest that individual or group education work better for
promoting diabetes self-management behaviors? Why? b) Name three or more
innovations in the area of group education for diabetes self-management. c) List
aspects of the empowerment approach. 

6. You’ve been hired by a nephrology practice to provide weekly problem-based group

sessions (see the article and table 3) to their clients. What are the components you
 would have in each class? Give examples of things you would do/discuss with the
group for each component. (A version of this question is also on the practical final.)

Component 1: Reflect on diabetes self-management experiments.

 Invite patients to describe what they did and what happened.

 Did it help them reach their short-term goals?
 What did they learn about themselves from this experience?

Component 2: Discuss the emotional impact of living with diabetes

Discussing the emotional aspects of living with diabetes is usually therapeutic in and of itself. During
group sessions, patients are encouraged to discuss the emotional impact of living with diabetes.

• What feelings does having diabetes bring up for patients?

• How do they feel when they get a negative test result?
• How do these feelings influence their self-management decisions?
• How do they feel about how others react to their diabetes?

Component 3: Engage the group in systematic problem solving.

The flow of each session is determined by the questions and concerns introduced by participants during
that session.

• Invite a patient to identify a problem or concern to address.

• Use the group to generate possible solutions to the problem.
• Invite the patient to identify facilitators and barriers to implementing possible solutions.
• Invite the patient to chose one of the solutions based on its “goodness of fit” with his or her
situation.
• Each week, invite patients to conduct a self-care experiment designed to help them solve a
problem or achieve a short-term goal. Do not pressure patients to set a goal if they do not wish
to do so.

Component 4: Ask diabetes self-management questions.

This component provides the opportunity for patients to inquire about issues related to diabetes self-
management. The question-and-answer component provides patients with the diabetes self-
management information usually contained in the lectures presented in traditional programs. Often, a
particular topic area is identified for a Q&A session to ensure a coherent discussion.

• Answer diabetes-related clinical and health questions raised by participants.

• Encourage participants to share knowledge within the group.
• Encourage participants to seek consultation with health care providers when necessary.
• Address psychosocial, behavioral, and clinical issues in an integrated holistic fashion, i.e., the
way patients experience living with and managing diabetes.
Component 5: Choose a self-management experiment.

This component provides patients with an opportunity to identify a self-management experiment to

help them achieve one of their short-term goals. However, patients do not have to conduct an
experiment if they do not wish to. Patients who do are given the opportunity to share their goal and
experiment. Sometimes, patients revise their plan based on the discussion, but facilitators make it clear
that the person carrying out the experiment is the best judge of what will work. Asking questions helps
to clarify the process.

• What will you do?

• When and where will you do it?
• Who will be involved?
• How will you evaluate the outcome of your experiment?

7. Using the ADDIE model, outline the steps you would take to plan a group education
program for Native American's on preventing diabetes-related complications. (A
version of this question is also on the practical final exam.)

ADDIE
KEELER CHRISSY KYLE

ASSESSMENT
ASK QUESTIONS:
• Do you know what diabetes is ?
• What are some possible complications?
• Do you know diabetes is related to food and lifestyle?
• What resources do you have near you ?
• What are your feelings towards food?

DESIGN
OBJECTIVES:
• Explain what diabetes is and how it occurs.
• Deliver information and resources
• Understanding cultural nuances that contribute

DEVELOPMENT
POSSIBLE ACTIVITIES
• Meal plan
• Create a list of their favorite cultural foods
• How to modify them
• Develop theoretical community farm.
 • Open Discussion
• Motivational exercises and positive reinforcement
• Trust building exercises.

IMPLEMENTATION
OFFER RESOURCES:
• Show up early-leave late
• Provide platforms of support such as new letters, accountability partners
or individual weekly check ins.
• Be welcoming and accommodative
•
EVALUATION
TESTING ACTIVITY PORTION
Portions
Healthy food options
Take home journal (written or video)
Who used resources
Bring in modified recipes

8. Warm Up Question - Module 3:  Why is the Academy promoting the use of the
standardized language and the nutrition care process?

Standardized language is used because it provides a consistent, systematic

approach to providing facilitate critical thinking and high-quality nutrition care.

The nutrition care process provides a framework for planning care, that take into
account the client's needs and values and use the best evidence to make decisions.

Diabetes educators and behavioral From Research to Practice / Innovative Diabetes Education
researchers have established that behaviorally oriented group patient education is effective at
producing a series of positive changes (at least in the short term) in knowledge, skills, self-management
behaviors, and metabolic indexes.

Why? There is some evidence that group programs are more cost effective, result in greater treatment
satisfaction, and are slightly better in supporting lifestyle changes

Empowerment-based diabetes group education emphasizes strategies that are patient centered,
problem based, culturally relevant, integrative, and evidence based. These programs and strategies can
be conducted across a variety of educational and clinical settings with the goal of responding to the
unique diabetes-related needs of each patient.