1 creative coaching: teaching lifestyle change making it last 348-44538-0309

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Creative Coaching: Teaching Lifestyle

ChangeMaking It Last

348-44538-0309

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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.

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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?

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True or False…

All patients with diabetes respond to

the self-management messages you

deliver in exactly the same way.

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Learning Objective

To explain and begin to apply

adult-learning principles to support a more

patient-focused and results-oriented

educational experience

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• Just as all people have a DISC style, all have a preferred style of learning

• Most people will lean on 1-2 styles more heavily than others

• Observer

• Thinker

• Doer

• Feeler

Adult Learning StylesWhat are they?

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Adult Learning StylesWhat 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

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Feeler Preferences• Prefers learning using specific examples, not theory • Likes opportunity to use the imagination• Prefers a teacher who is collaborative, not authoritative

Doer Preferences• Learns well doing projects• Likes learning in groups• Prefers a teacher who avoids lectures and focuses on

hands-on experience

Adult Learning StylesWhat are they?

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Adult Learning StylesWhat 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

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Adult Learning StylesHow 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

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Donald Trump Robin Williams Mr. Rogers Al Gore

DISC Behavioral Style PreferencesWhat are they?

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• 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

DISC Behavioral Style PreferencesWhat are they?

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Donald Trump Robin Williams Mr. Rogers Al Gore

D I S C

DISC Behavioral Style PreferencesWhat are they?

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• 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

DISC Behavioral Style PreferencesWhat does this mean to me?

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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!

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DISC Behavioral Style PreferencesHow do I identify a patient’s style?• The 2 indicators

of behavior style are

– Pace

– Orientation

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• 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

DISC Behavioral Style PreferencesHow do I identify a patient’s style?

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DISC Behavioral Style PreferencesPutting 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

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• The Five Whys is a technique used to help uncover the core motivator for managing a patient’s diabetes

The Five WhysWhat is it?

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• 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

The Five WhysWhat does this mean to me?

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• “Personal Goal Cards” can help keep patients’ motivators at the forefront of their mind

The Five WhysPutting it all together

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Special thanks to David Clark and Roche for their invaluable

help & support!

David Clark, and Roche for their invaluable help

& support!

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Contact Information

• Suzanne Sparks, RN, BSN, CDE909-558-3646

susparks@llu.edu

• Charlene Canger, LCSW, MFT650-723-5763

ccanger@stanford.edu