Building Competency in Diabetes Education THE ESSENTIALS

11-18 | CHAPTER 11

STEP 2: PLANNING

Selecting the appropriate intervention (change process/teaching method) to address the identified problem follows assessment. All methods have a place, given the right learning objective and right time for the right person. The care provider and the person collaboratively select the right intervention for the right time for each individual or population. As noted above, an accurate and motivational assessment process is vitally important in order to correctly identify problem(s) and design an effective SME/SMS experience to help the person with diabetes develop the skills to resolve them. In the planning stage, we will need to consider: 1. The writing of our objectives to clearly identify our intent in the program. 2. The methods to deliver the program. 3. The context in which we plan to deliver the program. Through the assessment phase, the needs of the patient/group have been recognized, learning styles have been identified and readiness and confidence for change has been evaluated. In the planning stage, in order to move forward, there must be a clear pathway as to where we are going, a collaborative goal , and how we intend to get there, by achieving our objectives . The goal statement reflects a broad general intention of the program whereas the objectives clearly outline the steps we need to take in order to obtain our goal. The writing of the objectives is a crucial step in our planning. Whether behavioural or educational, each objective must be measurable so the program can be evaluated. Let’s start with the writing of educational objectives. 1. Objectives Identifying goals and objectives: