The first level in the five levels of learner evaluation is level 0 or needs assessment. It is a level of learner dissatisfaction and readiness to learn. The diabetic educator should begin the process of evaluation immediately after Allen is discharged from the hospital. This involves giving him information about the implications of diabetes and what a patient is supposed to do. The educator should identify the best methods of educating Allen by establishing his education level and preferences. He should then come up with a plan to ensure that Allen is taken care of. The diabetic educator needs to be aware of the emotional instability that is associated with diabetes hence Allen should be handled carefully for him to feel comfortable and relaxed. The evaluation should essentially begin when Allen is in a stable condition. During the evaluation process, it is important to analyze the strategies in use to determine whether different ones are necessary (Bastable, 2008).
In level 1 which is the initial process, the participation and satisfaction of the learner during interventions is reviewed. At this level, the educator is expected to analyze the response of Allen by asking relevant questions. For instance, it is important to find out Allen’s level of interest in the whole process and his eagerness to learn something about his recovery process. Any observation or important information noted at this level should be documented. At this level, it is also important to find out whether there are special people that Allen would want to be close to to determine his level of preparedness for discharge from the hospital.
Level II is also known as the initial process and it involves evaluation of the performance and satisfaction of the learner after the intervention. The most appropriate time for this evaluation to be conducted is when Allen visits a doctor after receiving educational sessions as an outpatient. The medical personnel where Allen was hospitalized should try to find out his progress and answer any questions he might have. This is important since it would determine whether his blood sugar has gone down to a satisfactory level.
Level III is referred to as the long-term outcome and it involves the evaluation of performance and attitude of the learner daily. At this level, medical personnel can assess Allen’s progress at home. This can be done by asking him questions on his general progress and whether he can report any change. In addition, specific medical checks can be conducted to determine the effectiveness of learning sessions. This should take place around the sixth week after Allen’s discharge from the hospital (Bastable, 2008).
Level IV is referred to as ongoing impact where the maintained performance and attitude of the learner is evaluated. At this level, the methods of evaluation used in level III are applied. In addition, long-term compliance with follow-up visits is evaluated. This usually takes place three months after being discharged from the hospital. It is a model that focuses on the learner and emphasizes the importance of consistency concerning his status. It depends on the needs assessment and performance of the learner over a certain period. It is therefore a continuous process aimed at determining Allen’s progress in the management of diabetes.
Bastable, S. (2008). Nurse as educator: Principles of Teaching and Learning for Nursing Practice. Sudbury, MA: Jones & Bartlett.