Consider a patient’s style of learning

The right tools and technologies can help patients overcome barriers to diabetes management.

We all have worked with patients who have a tough time getting over the daily hurdles of managing diabetes, which makes us wonder if we’re getting through to them.

Some patients tell us that they cannot adjust to their new diet, they have trouble remembering to take their medication, or they have a difficult time being active. Others find it tough to cope emotionally with the idea of having a chronic disease. As health care professionals, these barriers leave us searching for new ways to help our patients achieve their goals and maintain a healthy lifestyle.

Marcia Draheim

When I encounter obstacles with a patient, I try to get out of my head and into theirs by considering my patient’s learning styles and their lifestyles — the most effective and convenient ways in which they consume information. After all, we put a lot of knowledge on our patient’s plates, but if the “flavor” isn’t right, they might not take it all in.

As educators, we are familiar with the four common styles of learning: auditory, kinesthetic, visual/verbal and visual/nonverbal. Identifying the style or styles that work best for a patient can help us cater our instruction to fit the patient’s needs. But what can we do to cater to both a patient’s learning style and their lifestyle?

Catering to patient’s needs

Some of our patients do not have time to attend 10 hours of diabetes education classes or they need more help between sessions. Other patients prefer personal interaction with a diabetes professional but may be looking for more ways to focus on their health education.

As we partner with patients to set and achieve self-care goals, it’s important to find effective tools and resources that can complement and reinforce our hands-on work. Technology has made this task a lot easier for patients of all learning styles. Many younger patients turn to the internet for information, and even though there is a generational gap in the use of technology, many older patients are becoming tech savvy and could benefit from web-based diabetes tools.

While the internet offers an unparalleled amount of information, it may be inaccurate and can also be overwhelming. You can guide your patients to websites that are trustworthy, and you can even tailor recommendations to their specific goals. It’s also important to take learning styles into account and be creative with web-based educational tools. For example, if a patient doesn’t read a brochure that you hand them in your office, it is doubtful that he or she will download it from a website. Here are a few examples of technology-based instructional tools that appeal to a patient’s learning styles and lifestyles.

Auditory learners absorb information through discussion, lectures and listening to others. This patient is more likely to seek your input through conversation or group discussion. Beyond the classroom, technology-based tools can help support the auditory learner. Diabetes podcasts provide special appeal for those with busy schedules, since they can be downloaded to an MP3 player and can be listened to anywhere — in the car, on a walk, or at the gym.

Kinesthetic learners prefer hands-on activities. For a patient who has trouble identifying portion sizes, have them pour out what they assume to be the correct amount of cereal and compare their estimated guess to an accurate serving. This hands-on activity will help a kinesthetic learner to recognize proper portion control. Once the patient has this understanding, introduce them to online meal planning and diet tools, which can be incorporated into their daily life. Many sites offer recipes and meal planning suggestions, and some even allow for users to enter each day’s diet and track their progress. Printouts provide an added bonus, since patients can share them with you so that you might further personalize your approach.

Visual/verbal and visual/nonverbal learners respond favorably to charts, graphs, images and reading activities. Despite the visual appeal, many patients need more than a brochure to focus on the information. You can help get a visual/nonverbal learner engaged by replacing a standard brochure with a video. Viewing an online video about the AADE7 Self-Care behaviors at www.mydiabetespartner.org could hold this type of patient’s attention and help him or her to remember tips for better management. For visual/verbal learners, participating in a webinar that blends discussion with images provides another fresh approach to diabetes education.

New tactics to help teach

Beyond tools for learning, technology can provide new tactics for overcoming barriers to better diabetes self-care. For a patient trying to reduce risks by quitting smoking, checking in with an online support group can help them to reach their goal.

Other websites have space for an online journal that can help a patient deal with the emotions connected to living with diabetes. Although these are great tips for everyone, discussion and journal forums will particularly benefit auditory learners.

Technological tools reach beyond the web as well. For a patient who has a difficult time remembering to take their medication, recommend he or she set up a calendar reminder on their cell phone or computer. A phone call or text message from a patient’s spouse or partner can remind them to monitor their blood sugar or simply offer support.

Nothing can replace the benefits of the diabetes educator-patient interaction, but by counseling your patients on technological tools that fit their learning style and their lifestyle, you can extend their experience and connect them to valuable resources.

Marcia Draheim, RN, CDE, is the President of the American Association of Diabetes Educators.