Diabetes self-management education and training has become the foundation of diabetes care. These programs are designed to address a patient’s knowledge level; physical, emotional and financial concerns; health literacy and numeracy; health and cultural beliefs; medical history; and other factors, which may influence a patient’s ability to self-manage their care (Powers et al., 2015). The ultimate goal of DSME is a more informed and engaged patient.
Diabetes self-management education has been shown to be beneficial in the following areas: reducing hospital admissions and readmissions (Healy, Black, Harris, Lorenz, & Dungan, 2013; Magee, Khan, Desale, & Nassar, 2014; Powers et al., 2015); increasing diabetes knowledge level (Daley, Rooney,
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The American Diabetes Association (ADA) notes that inpatient survival skills education should include: glucose monitoring, recognizing and treating hypoglycemia, taking medications, when to call the provider, sick day management, proper use and disposal of needles and syringes, and level of understanding related to the diabetes diagnosis (ADA, 2017). Magee et al. (2014) added glycemic goals and what to do before you see the dietician as additional teaching points for inpatient survival skills. Healy et al. (2013) described glucose monitoring, recognition of hypoglycemia and hyperglycemia, basic meal planning, and medication administration as teaching points for inpatient diabetic survival skills …show more content…
Numerous outpatient-focused education models have been described in the literature. Several notable diabetes interventions include: dose adjustment for normal eating (DAFNE), diabetes education program for type 1 diabetes (PRIMAS), diabetes education and self-management program for newly diagnosed type 2 diabetics (DESMOND), living with diabetes (LwD), partnership to improve diabetes education (PRIDE), and diabetes conversation map program (DCMP). Educational interventions consisted of individual, group, or combination sessions. Sessions varied in length from one to six hours and were most often facilitated by nurses and/or clinical diabetes educators (CDE). Educational interventions varied from one to six sessions over the course of one month to 12 months following diagnosis, hospital discharge, or start of the
Diabetes education is a structured education and self-management (at diagnosis and regularly reviewed and reinforced) to promote awareness. Diet and lifestyle, healthy diet, weight loss if the person is overweight, smoking cessation, regular physical exercise. Maximizing glucose control while minimizing adverse effects of treatment such as hypoglycemia. Reduction of other risk factors for complications of diabetes, including the early detection and management of hypertension, drug treatment to modify lipid levels and consideration of antiplatelet therapy with aspirin. Early intervention for complications of diabetes,, including cardiovascular disease, feet problems, eye problems, kidney problems and neuropathy.
As fitness professionals working with individuals with diabetes there are numerous considerations we must contemplate. For one thing we need to realize we are part of a team approach for these individuals. We need to be very cognizant that we operate within our own scope of practice, as diabetes is a disease that requires specialized approaches from physicians, dietetic experts and fitness professional for each individual’s situation. In addition to this we need to make sure before accepting the responsibility of training a diabetic client, that we have the proper diabetes education and proper certifications. The diagnosis of Diabetes is one that can shake the client to their core and stir every feeling and emotion the person could possibly experience and possibly completely overwhelm the individual. It’s vitally important that they learn to re-establish a sense of control and literally learn new survival skills. (Zrebiec) No matter if it is a parent of a child who has been recently been diagnosed or an adult who just heard the news regarding their own health, the initial situation is the same. To these people it’s going to be like taking a post-graduate course in diabetes management (Zrebiec) and exercise is going to become big part of it. However, this need for an appropriate exercise plan will bring about its own set of challenges due to the complicated nature of the disease. As individuals with diabetes they face some of the same challenges other parties face when exercise is something they know they need to do. They too face challenges of lack of time, lack of energy or will power, they may feel they lack the skills or even the resources. However, when it comes to a teen becoming more involved in exercise there may be two o...
Journal of Continuing Education in Nursing, 44(9), 406. doi:10.3928/00220124-20130617-38. Torpy, J. M. (2011). The 'Standard' Diabetes. Jama, 305(24), 2592 pp.
Diabetes Programs: The Scripps Whittier Diabetes Institute Experience. Curr Diab Rep Current Diabetes Reports, 14(2). Doi:10.1007/s11892-013-0462-0
A critical thinking task that staff on our unit are frequently challenged with is treating low blood glucose levels, which are considered to be a blood glucose level less than 80 mg/dl. The flow chart that follows is what our diabetic educators would like to see being done by nurses to address low blood glucose levels. Although the flow chart is straightforward and easy to follow, nurses often use nursing wisdom, which is based on their knowledge and experience (McGonigle & Mastrian, 2012). For example, rather than giving orange juice or one tube of glucose gel and rechecking a patient’s blood glucose in 15 minutes, nurses may wait for a breakfast tray to arrive and recheck a patient’s blood glucose after breakfast. Possible risks include a patient not eating his or her breakfast and their blood sugar continuing to drop.
With the current literature research diabetes a growing among patients across the world. There several ways nursing can educate their patients on this disease that is killing their patients day to day. Educating their patients on getting physically active, changing their diet, and not smoking our some
Patients need information about their illness, side effects, complication and how to care for it. Diabetes education must be effective and accurate in quality, content, and method (Atak & Arslan, 2005). Diabetes education should happen concurrently with diagnosis and throughout treatment for a patient and should involve a structured program.
My former clinical instructor has DM1, and she taught us about carbohydrate counting, the importance of exercise, and what keeping up with insulin does. We did a carbohydrate counting project that we presented to the nurses and then to the patients. We made sure to an...
According to the Healthy People Database, in 2010 the aging population was estimated at 40 million, this number is expected rise to nearly 70 million by the year 2030 (National Center for Health Statistics, 2000). At the forefront of health concerns for this aging population will be the intervention, management and treatment of chronic diseases. This increase in both this specific population as well as the required medical care will place a significant amount of stress on an already distressed healthcare system, which in turn will affect the availability of recourses and costs. Including patients in their self care with strategic health promotion such as encouragement and education geared towards specific socioeconomic groups will be more cost effective and beneficial in the management of chronic disease. Studies indicate that patients involved in self management of disease processes often have better patient outcomes.
The care plan is composed of the right food, exercise and medication (Mayo Clinic Staff, 2014). The person needs to know what type of foods affects their blood sugar levels and most of the time the patient is sent to a nutritionist to follow a diabetic diet. The patient needs to keep track of a food log to discuss later with the doctor or nurse on the next appointment (Mayo Clinic Staff, 2014). An exercise regimen also helps to keep the sugar levels balanced. It is important to keep an exercise schedule that will help the person to keep an exercise routine in accord with the medications and meals. It is very important to stay dehydrated and to keep track of the blood sugar levels (Mayo Clinic Staff, 2014). The medications are to lower the blood sugar levels. It is very important to store the insulin properly, check the expiration date and double check the dose before administration. The person will need to report to the doctor if the blood sugar gets too low or still high, because the doctor might need to adjust the dosage or timing. Also, it is important for the doctor to know if the person is taking medications for other conditions, because that will help the doctor to prescribe the correct medication for the person (Mayo Clinic Staff,
Norris SL, Lua, J, Smith SJ, Schmid CH & Engelgau, MM 2002, ‘Self- Management Education for Adults With Type ‘Diabetes’, Diabetes Care, Vol. 25 no.7, July, pp.1159-1171.
Polonsky, W.H (2006). ’Encouraging effective self-management in diabetes.’ In: k101 An introduction to health and social care, resources, Block 3, pg19, Milton Keynes, The open university.
Since Type 2 Diabetes Mellitus is one of the most common health challenges world-wide, I am going to further incorporate the topic in my paper. Through academic research and resources, in my first paragraph I will be providing the health promotion definition along with expressing the importance for patients with Type 2 Diabetes Mellitus. My second paragraph will display the pathophysiology to help comprehend how this health challenge is present in the body. Health promotion interventions will also be incorporated with ideas and specific information to aid individuals in promoting health and preventing development of Type 2 Diabetes Mellitus.
Before beginning, it is important to have a list of goals and objectives that are formulated by the nurse. The goals for this teaching are the patient will verbalized understanding how to inject insulin and monitor the patient's blood glucose daily at home by her/him-self. Outcome determination is, therefore, a critical skill for successfully intervening with patients.
According to Healthy People 2012 there are more then 800,000 new cases of diabetes each year, with the numbers on the rise. With this in mind, Healthy People 2012 has identified diabetes as their number five focus area. In order to reach their goal of improving the quality of life for people with diabetes they have identified diabetes teaching as their number one objective. Furthermore, in order to reduce the number of complications of diabetes, Healthy People 2012 has identified foot ulcers as their ninth objective. Through patient education Healthy People 2012 hopes to reduce the number of foot ulcers in people with diabetes, as diabetes is the number one cause of nontraumatic amputations in the United States. In order to successfully reduce the number of amputations and diabetic foot ulcers, patient teaching is essential. Patient teaching, as with the nursing process, begins with assessment in order to identify the patients learning needs (Wilkinson & Van Leuven, 2007).