Creative Coaching: Teaching Lifestyle Change
Making It Last
1
348-44538-0309
Chronic Care Model
• Instead of responding primarily as a
method for managing a "sick" person,
respond with a proactive strategy that
is focused on keeping a person as
healthy as possible for as long as
possible.
2
Think About Integrating This Valuable
Information With Psychosocial Research
• Has a working therapeutic relationship been
established?
• How ready is this pregnant mom to begin
making the required changes ?
• Are PMAD or other stressors interfering
with her learning?
• Is there anything making it hard for you
to work with her?
3
True or False…
All patients with diabetes respond to
the self-management messages you
deliver in exactly the same way.
4
Learning Objective
To explain and begin to apply
adult-learning principles to support a more
patient-focused and results-oriented
educational experience
5
Adult Learning Styles
What are they?
• • Just
as all people have a DISC style, all have a preferred style
Observer
of learning
Thinker
• • Most
people will lean on 1-2 styles more heavily than others
• Doer
• Feeler
6
Adult Learning Styles
What are they?
Observer Preferences
• Prefers to reflect on what can be watched
• Likes to have their success measured with things that can be seen
• Prefers a teacher who is able to show as well as give explanations
Thinker Preferences
• Likes to take a logical approach to new ideas and concepts
• Does not learn well using group-work approaches
• Prefers a teacher who uses readings or lectures
7
Adult Learning Styles
What are they?
Doer Preferences
• Learns well doing projects
• Likes learning in groups
• Prefers a teacher who avoids lectures and focuses on hands-on experience
Feeler Preferences
• Prefers learning using specific examples, not theory
• Likes opportunity to use the imagination
• Prefers a teacher who is collaborative, not authoritative
8
Adult Learning Styles
What does this mean to me?
• Teach patients not as you would like to
be taught, but as they would like to best
learn!
• Your Quick Reference Guide provides
tips on teaching blood glucose
monitoring to each of the 4 learning
styles
9
Adult Learning Styles
How do I identify a patient’s style?
• The “Define/Do” tearpad can help you
identify a patient’s learning style
• Feel free to make these questions your
own!
• Think about when you would like to ask
these questions
10
DISC Behavioral Style Preferences
What are they?
Donald Trump
11
Robin Williams
Mr. Rogers
Al Gore
DISC Behavioral Style Preferences
What are they?
• DISC is a universal language of
behavior patterns
• We have all 4 behavior styles in
us, but most of us have a
preferred style
• Our style can be defined by
looking at a cluster of behaviors
12
DISC Behavioral Style Preferences
What are they?
Donald Trump
D
13
Robin Williams
I
Mr. Rogers
Al Gore
S
C
DISC Behavioral Style Preferences
What does this mean to me?
• How can I more effectively communicate
with patients?
– Be aware of my own DISC style
– Define the patient’s DISC style
– If necessary, adapt styles to resonate
more with the patient’s preference
14
Adapt Your Style to the Patient’s Style
• If not, 75% of the time, you may not be relating to your
patients in the best way!
15
DISC Behavioral Style Preferences
How do I identify a patient’s style?
• The 2 indicators of behavior
style are
– Pace
– Orientation
16
DISC Behavioral Style Preferences
How do I identify a patient’s style?
• The “Define/Do” tearpad can help you
identify a patient’s learning style
• Feel free to make these questions your
own!
• Think about when you would like to ask
these questions
17
DISC Behavioral Style Preferences
Putting it all together
• Do you need to adapt your pace and
orientation to better engage a patient?
• Your Quick Reference Guide provides
tips on engaging patients from all 4
behavior styles
18
The Five Whys
What is it?
• The Five Whys is a technique used to
help uncover the core motivator for
managing a patient’s diabetes
19
The Five Whys
What does this mean to me?
• The Five Whys can help you harness
a patient’s motivation to drive
behavior change
• Experiment with words beyond just
“why”
• Think about how and when you
might have this dialogue with a
patient
20
The Five Whys
Putting it all together
• “Personal Goal Cards” can help keep patients’ motivators at the
forefront of their mind
21
Special thanks to David Clark and Roche for their invaluable
help & support!
David Clark, and Roche for their
invaluable help & support!
22
Contact Information
• Suzanne Sparks, RN, BSN, CDE
909-558-3646
susparks@llu.edu
• Charlene Canger, LCSW, MFT
650-723-5763
ccanger@stanford.edu
23