Distribution plan: to guarantee a wide audience, the patient education materials will be disseminated via a number of channels.
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Healthcare Providers: collaborating with hospitals and clinics to disseminate materials via their web portals and during appointments.
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Local pharmacy: providing pamphlets and QR codes that connect to online resources in conjunction with pharmacies.
This approach was used to ensure accessibility for all members of the target population, irrespective of their preferred mode of learning or level of technological access. Through local collaborations and networks, special efforts will be made to reach underserved older populations.
A brief overview of the topic selection:
Effective glucose management is essential given the rise in diabetes cases worldwide, since it can greatly enhance the quality of life for those who are afflicted. Because they provide real-time insights into glucose levels, wearable glucose monitoring technologies, such as Glucose Monitors (CGMs), have the potential to be promising developments in the treatment of diabetes. Despite their potential, a lack of awareness and education is hindering their use, especially by high-risk and underprivileged populations (Klonoff & Prahalad, 2018; Tura, Maran, & Pacini, 2018). According to Psavko et al. (2022), incorporating audiovisual resources into education could accommodate a range of learning styles and enhance the comprehension and utilization of these technologies. Research has indicated that the utilization of CGM can result in notable enhancements in hemoglobin A1c levels and overall well-being for individuals with insulin-treated diabetes (Gilbert et al., 2021). This stresses the significance of expanding the availability and comprehension of glucose monitoring technology. To fully reap the benefits of wearable glucose monitoring devices for diabetes care, it is imperative to tackle educational gaps and make use of a broad range of instructional resources.
Miller E. M. (2020). Using Continuous Glucose Monitoring in Clinical Practice. Clinical diabetes : a publication of the American Diabetes Association, 38(5), 429–438. https://doi.org/10.2337/cd20-0043 use this article
assignment:
The student shall write a short essay explaining why they chose the topic for patient education. In this essay, they will also describe the distribution strategy in detail. The essay shall be in APA format and the supporting references should be current (published within the last five years). It must be submitted as a Microsoft Word document or pdf file.
| Reasoning for the Chosen Topic Rubric | ||
|---|---|---|
| Criteria | Ratings | Pts |
|
CONTENT & DEVELOPMENT
view longer description
|
15 to >7.5 pts
EXCELLENT
– Content is comprehensive, accurate, persuasive, and clear. – Major points are stated clearly and are well supported. – Specific examples are used. 7.5 to >3.75 pts
GOOD
– Content is clear, accurate, and persuasive. – Major points are stated. – Responses are adequate and address the topic. – Content is clear. – Some specific examples are used. 3.75 to >0 pts
FAIR
– Content is not comprehensive. – Major points are addressed, but not well supported. – Responses are inadequate or do not address the topic. – Specific examples do not support the topic. 0 pts
POOR
– Content is incomplete. – Major points are not clear. – Specific examples are not used. |
/ 15 pts
|
|
ORGANIZATION & STRUCTURE
view longer description
|
15 to >7.5 pts
EXCELLENT
– Structure of the paper is clear and easy to follow. – Transitions are logical and maintain the flow of thought throughout the paper. – Conclusion is logical and flows from the body of the paper. 7.5 to >3.75 pts
GOOD
– Structure is mostly clear and easy to follow. – Transitions are present. – Conclusion is logical. 3.75 to >0 pts
FAIR
– Structure of the paper is not easy to follow. – Transitions need improvement. – Conclusion is missing, or if provided, does not flow from the body of the paper. 0 pts
POOR
– Organization and structure detract from the message. – Writing is disjointed and lacks transition of thoughts. |
/ 15 pts
|
|
MECHANICS
view longer description
|
10 to >5 pts
EXCELLENT
– Rules of grammar, usage, and punctuation are followed; spelling is correct. 5 to >2.5 pts
GOOD
– Rules of grammar, usage, and punctuation are followed with minor errors. – Spelling is correct. 2.5 to >0 pts
FAIR
– Paper contains few grammatical, punctuation, and spelling errors. 0 pts
POOR
– Paper contains numerous grammatical, punctuation, and spelling errors. |
/ 10 pts
|
|
APA FORMAT
view longer description
|
10 to >8 pts
EXCELLENT
Follows APA format 8 to >6 pts
GOOD
Follows APA format with a few mistakes (for example – missing title page) 6 to >0 pts
FAIR
Follows APA format with several mistakes (for example – missing title page with additional mistakes) 0 pts
POOR
Poor APA formatting or did not follow APA formatting |
/ 10 pts
|
| Total Points: 0 |
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