Process: The educator will ask specific questions to elicit prior knowledge Information and answers from participants will be written on flip charts under …
Week 2, session 2
Topic: Hypoglycaemia Time allocation 30 minutes
Process: The educator will ask specific questions to elicit prior knowledge
which will help the participant to value and reflect on their prior
experience Information and answers from participants will be written on
flip charts under specific headings such as experience, symptoms, causes
and treatment of hypoglycaemia The educator will encourage each person to
contribute and every comment will be actively listened to The educator
will facilitate all discussion and the session will be run as an
interactive workshop
The participants will be actively engaged by asking them specific questions
about their experience of hypoglycaemia They will be encouraged to
reflect, share their experiences and to ask any questions All questions
will be answered in an honest, open and non- judgemental way Participants
will be encouraged to use the type 1 workbook and to make notes if they
wish
Learning Theory: Social Learning Theory
Learning objectives
1 to understand what the term hypoglycaemia means
2 to be able to list the most common symptoms of hypoglycaemia
3 to understand that these symptoms may change over time and may
not
always
be recognised by them
4 to understand how to prevent hypoglycaemia
5 to know how to self manage and effectively treat hypoglycaemia
|Specific aspects |Educator activity |Participant activity |Resources |
|of theory | | | |
| | | | |
| | | | |
|Verbal persuasion/|Educator will |Each participant will|Flip chart and |
|elicitation of |cover each topic |be encouraged to: |pens |
|knowledge |by: | |Type 1 workbook|
| | |Recall own experience| |
|Emotion |Eliciting |and reaction to |Lucozade and |
|management; verbal|participants |previous |measuring jug |
|persuasion/elicita|current level of |hypoglycaemia |Glucose tablets|
|tion of knowledge;|knowledge |Describe own | |
| |Asking questions |experience of |Sweets |
|role modelling |and
responding to |symptoms of |Glucostop |
| |answers to |hypoglycaemia |Glucagen |
| |increase |Respond to questions |injection |
| |understanding |using own prior | |
| |Using |knowledge and | |
| |participants |experience | |
| |experiences to |Use responses of self| |
| |learn from each |and fellow | |
| |other |participants to | |
| |Asking if |increase | |
| |participants have |understanding | |
| |any further |Work out reasons for | |
| |queries before |symptoms of | |
| |moving on to next |hypoglycaemia and how| |
| |section |these may change or | |
| | |be lost in some
cases| |
| | |over time | |
| | |To consider ways of | |
| | |avoiding | |
| | |hypoglycaemia | |
| | |To recall most | |
| | |effective ways of | |
| | |treating | |
| | |hypoglycaemia | |
Detailed lesson plan
|Learning |Educator activity |Notes |
|outcomes/opportunities | | |
|Hypoglycaemia | | |
|To know what the term |Elicit participants | |
|hypoglycaemia means |understanding of the | |
| |term hypoglycaemia | |
|To understand that |Elicit participants |Motto is make
4 the |
|hypoglycaemia is a |understanding of what |floor |
|blood glucose level of |blood glucose level | |
|less than 4mmol/l with |requires treatment for | |
|or without symptoms and|hypoglycaemia from own | |
|requires treatment |experiences | |
|To understand that | | |
|effects of | | |
|hypoglycaemia can last | | |
|for up to 24 hours and | | |
|cause unpredictable | | |
|patterns in blood | | |
|glucose levels | | |
|Symptoms | | |
|To be able to list the |Educator will ask what | |
|symptoms of |their experience of | |
|hypoglycaemia
|hypoglycaemia has been | |
| |and what symptoms have | |
| |been experienced | |
| |Educator will encourage| |
| |all to participate and | |
| |participants own words | |
| |will be written down on| |
| |flip chart | |
|To understand why |Reference will be made |As glucose levels fall |
|symptoms occur |to workbook and |warning symptoms occur |
|To know that the |participants work in |giving participant time to |
|symptoms of |small groups to discuss|correct hypoglycaemia |
|hypoglycaemia may |reasons for symptoms |Mild hypo can be treated |
|diminish with time |Educator will explain |independently by |
| |-sympathetic response |participant |
| |ie sweating, tremor |Symptoms
caused by |
| |-neuroglycopenic ie |adrenaline response and in |
| |behaviour change, coma|conjunction with other |
| | |hormones raises blood |
| | |glucose by releasing stored|
| | |glucose from the liver |
| | |If left untreated or if |
| | |warning symptoms diminish |
| | |over time then may |
| | |experience moderate/severe |
| | |hypoglycaemia and require |
| | |help from third party |
| | |Lack of glucose to the |
| | |brain responsible for |
| | |changes in behaviour If |
| | |not treated may lead to |
|
| |unconsciousness |
|Causes | | |
|To be able to |Educator will ask |Too much insulin |
|understand causes of |participants to recall |Over estimation of the |
|hypoglycaemia |own experience of |carbohydrate content of |
| |hypoglycaemia and to |food |
| |identify possible |More physical activity than|
| |causes |planned |
| | |Alcohol in moderate/large |
| | |amounts |
|Treatment | | |
|To understand ways to |Educator to ask |Consider reducing insulin |
|avoid hypoglycaemia |participants how |prior to planned increased |
| |hypoglycaemia can be |activity |
| |avoided, exploring |Ensure accurate CHO |
| |their own experiences
|estimation |
| |to help illustrate |Review dose of long acting |
| |points |insulin |
| |Educator will encourage|Consider not giving insulin|
| |participants to |when drinking alcohol, |
| |understand the |depending upon own |
| |importance trying to |experiences |
| |avoid hypoglycaemia | |
|To understand ways to |Educator to elicit from|Reference made to workbook |
|effectively treat |participants how they |If necessary repeat action |
|hypoglycaemia |manage hypoglycaemia |until blood glucose above |
|To understand |Use actual experiences |4mmol/l Insulin not |
|importance of |of the group to problem|required for CHO used to |
|increasing low blood |solve Find out what |treat hypo |
|glucose level as soon |has worked and what has|Follow with snack or meal |
|as possible |not been successful and|for which insulin is given|
|To
understand that 10 |why | |
|-15g of CHO may be | | |
|sufficient | | |
|To be aware of |Educator to draw on |If symptoms moderate or |
|importance of treating |participants |severe may require help |
|hypoglycaemia early |experiences of moderate|form others Swallowing |
| |or severe |reflex impaired - danger of|
| |hypoglycaemia |choking |
| | |Increased risk of |
| | |unconsciousness |
|Glucagon | | |
|To understand the role |Educator will elicit |Glucagon is a natural |
|of Glucagon |any prior knowledge of |hormone made in the |
|To know that Glucagon |Glucagon |pancreas |
|raises blood glucose by|Educator will explain | |
|releasing stored |role of
Glucagon | |
|glucose from liver |Educator will explain | |
|Glycogen |that it can also be | |
|Produced naturally when|given by injection | |
|blood glucose levels |Glucagen by third | |
|fall |party, if necessary | |
Source:diabetes-education.net
