Evaluation is an important process that contributes significantly to the general
understanding educational behavioral change processes. It is focuses on improving a certain
program. It is also of benefit to other people who could be conducting similar kinds of programs
and would want to conduct an evaluation as well (Oermann., 2013). Diabetic patients require
close monitoring and management from the care givers. The health services offered to them
should be of quality. It is for this reason that evaluation of the education offered to them is
important (Thayer et al., 2016).
For the education of patients with type II diabetes, a process evaluation will be conducted
to determine the effectiveness of the program. A quasi-experimental design method will be used
to conduct the evaluation. During the process, evidence Based Practice (EBP) will be used in
conducting the process evaluation whereby the researcher will go through research that has
previously been conducted by other scholars on evaluation of patient education on type II
diabetes. The nurse will then examine the acquired findings and compare them to those obtained
from conducting a process evaluation on patients in his/her clinical setting.
What will be Measured
The researcher will conduct an in-depth study on several peer-reviewed sources on
assessment of education to patients with type II diabetes. Evidence will be sought on patient
factors that are thought to change with such a program. These factors include; patient knowledge
on diabetes, self-care skills, diabetes self-efficacy, well-being, depression, and most importantly
the patient intention for future behavior. According to Duru, the most important indicator of
behavior change after patient education is the intention of the patients to make changes after they
have left the program (Duru, 2013).
Additionally, the research will also involve gathering evidence on patient perceptions in
other clinical settings on the program. This is significant because it determines the effectiveness
of the program. The satisfaction of patients in the program will also be assessed since it is an
important indicator of behavior change process (Lewis et al., 2016). Patient views on what areas
of the curriculum they felt were well handled and which areas did not receive enough attention or
received excess attention will also be examined. Moreover, program trends such as parts of the
program that patients do not need and which ones they need more will be evaluated as well. This
will be important to the researcher since it will help him/her to modify the program based on
previous successes or failures of a similar program in other institutions.
According to Lewis et al, one of the key successes of evaluation is the ability to analyze
data to obtain meaningful results and apply these results to enhance the functioning of the
program (Lewis et al., 2014). Statistical analysis will be conducted for appropriate interpretation
of the data to instill confidence in the conclusions that will be made from the collected data. For
instance, each outcome from the study will be evaluated and compared to similar aspects of
patients that will have enrolled in the patient education program.
From this study, the nurse will then identify the strengths, weaknesses, and flaws of the
education program that the patients have been receiving in his/her clinical setting and contrast
them with the gathered evidence. It is at this point that the examiner will go back to the drawing
boarding and come up with appropriate adjustments on the education program based on the
evidence he/she will have acquired from the scholarly sources he/she will have gone through.
The evaluation plan will start with a thorough research on patient education on type II
diabetes from the available scholarly sources. The researcher will note down how the program
has been working in other institutions. The goals, challenges, interventions, and successes of
patient education will be determined. Then he/she will use the quasi-experimental design method
to compare the program in other clinical settings to what they have been offering to determine
whether they are on the right track. If not, the researcher will identify where they could be going
wrong and do necessary changes.
Quasi-experimental design method
This research method was preferred because the study involves determining the
perceptions of the patients on the program they have been attending. It is an important method of
study since it aids the examiner to conduct research without interfering with the behavior of the
participants. Examiner gathers evidence from several sources regarding the views of the patients
on whether the program is useful or not. The use of this method also offers unique insights that
can be used to promote patient outcomes.
Duru, O. K. (2013). Evaluation of the diabetes health plan to improve diabetes care and
prevention. Preventing chronic disease, 10.
Oermann, M. H., & Gaberson, K. B. (2013). Evaluation and testing in nursing education.
Springer Publishing Company.
Thayer, S., Chow, W., Korrer, S., & Aguilar, R. (2016). Real-world Evaluation of Glycemic
Control Among Patients with Type 2 Diabetes Mellitus Treated with Canagliflozin versus
Dipeptidyl Peptidase-4 Inhibitors. Current medical research and opinion, (just-accepted),
Lewis, M. A., Bann, C. M., Karns, S. A., Hobbs, C. L., Holt, S., Brenner, J., … & Burton, J. A.
(2014). Cross-site evaluation of the alliance to reduce disparities in diabetes clinical and
patient-reported outcomes. Health promotion practice, 15(2 suppl), 92S-102S.