Building Competency in Diabetes Education THE ESSENTIALS

SELF-MANAGEMENT EDUCATION & SUPPORT: PROGRAM DEVELOPMENT| 11-35

Figure 4. Qualities of good self-learning manuals/programs 1. Topic is well-defined, with specific objectives targeted to a specific population/readiness to change. 2. Introduction provides directions and sets tone. 3. Content uses all principles of effective presentations/educational strategies. 4. Pretests or self-assessment points are needed. Interactive strategies with immediate feedback are preferred. 5. Cueing strategies are needed to reinforce key points. 6. Evaluation of learning strategies (essential). 7. Learner involvement in application, analysis and synthesis exercises.

Teaching methods for the psychomotor domain (24,29-31) Demonstration and practice

This is the method most suited to motor skills. When using this method, it is important to recognize the three phases of skill learning: cognitive, organization and perfecting. The learner must have an adequate neuromuscular system and a mental image of what is to be performed.

Planning effective demonstration and practice sessions 1. Identify objectives and content. 2. Define key points, terms and principles. 3. Assemble and pretest equipment; realism is essential. 4. Organize the sequence of behaviours: • Paced explanation. • Practice demonstration. • Adequate visualization. • Approximate clinical situation (as much as possible).