Diabetic Health Education in a Faith-Based Setting
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Diabetic Health Education in a Faith-Based Setting
A significant health burden exists related to type 2 diabetes. Evidence-based solutions through research are needed to improve diabetes outcomes. Faith community diabetes education can be utilized to provide the knowledge needed to manage the disease.
The purpose of the current study was to determine if a faith-based community diabetes education program including health coaching can increase self-efficacy in people with type 2 diabetes.
This pilot study used a pretest/posttest format for data collection. After providing diabetes education for all participants, half of the group received health coaching and the other half had no further intervention. A survey consisting of two evidence-based tools, the Short Diabetes Knowledge Instrument and the Diabetes Self Efficacy Scale, along with demographic data, was utilized for the pretest. Data analysis included t-tests and Pearson correlation.
Although there was no significant difference between the intervention and control groups, the results showed diabetes knowledge levels and self-efficacy were significantly improved from pretest to posttest in all participants through t-test analysis (n 16, t −2.45, p 0.027; n 16, t −2.44, p 0.028). Within the intervention group, there was also improved diabetes knowledge from pretest to posttest (n 8, t −2.38, p 0.05). A positive correlation was found between diabetes knowledge on the pretest and the posttest self-efficacy (r 0.67, t 0.004).
From Meyer JL, Holland BE: Health coaching in faith-based community diabetes education. IJFCN 2(1):2016:14–20. http://digitalcommons.wku.edu/ijfcn/vol2/iss1/3/
Marilyn Michaels is a former home care and hospice nurse who works as an FCN coordinator for St. Luke’s Hospital, which is a 400-bed medical center serving a Midwestern rural population.
Her position was created to assist community churches in developing and maintaining parish nurse programs. She supervises 12 registered nurses employed by the hospital, who provide nursing through a contract to area congregations until the churches’ budgets can support a nurse’s salary. She also works with churches that have a volunteer model of health care ministry.
She coordinates educational programs, including a 34-hour preparation program for beginning FCNs, an advanced program for FCN coordinators in individual churches, and monthly educational programs offered through an FCN support group.
Marilyn developed the support group and facilitates communication among the 200 nurses and 100 church communities that St. Luke’s Hospital serves. She also assists the many faith community programs by connecting them with other services that the hospital and community agencies provide (e.g., screening, support groups, and speakers). The program at St. Luke’s Hospital is self-supporting through grants and educational programs.
Sandra Mills began her FCN practice as a volunteer when her parish priest recruited her to help establish a cancer support group and coordinate classes for caregivers.
Within 6 months, her church’s social concerns committee established a paid position on their ministry team and employed her as a full-time, paid staff member. After completing a faith community nursing program through a local university, she began to develop a health ministry in her church.
She describes her days as full and rewarding. Each day, she visits ill or homebound parish members and provides support through prayer, education, and listening. She is challenged to locate and provide references to community resources, provide health education to church groups (e.g., mothers’ day out and the over-55 group), and coordinate the efforts of other volunteers in the church.
She is practicing holistic nursing for the first time in her 15 years of practice. She has found that the church, as a healing community, allows her to focus on the body–mind–spirit connection she believes is necessary to improve the health of congregation members.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!