Diabetes Education Curriculum Analysis

Data can be used to determine how effective current systems are working and what occurs when changes are applied and to document successful performance (Harris, Roussel, Thomas, & Dearman, 2016, p. 37). The collection of data can be done using a variety of different tools. One data tool for this project is a laboratory HbA1c level. The HbA1c levels will be drawn prior to the diabetes education class by a Phlebotomist and analyzed by the laboratory. The participants will attend a diabetes education class and learn about proper nutrition and the importance of physical activity. After participants attend class and implementation is complete, the HbA1c will be repeated and values will be compared. This will

Part of Being a Diabetes Educator is to “provide and manage health education programs that help individuals, families, and their communities maximize and maintain healthy lifestyles” (“21-1091 Health Educators.”). Being a Diabetes Educator educates patients on the necessary lifestyle changes involved in a diabetes diagnosis including: nutrition, medication, and glucose testing. They collect the patients’ data to monitor their health status and manage their condition.

In conclusion, "King's theory exemplifies respect for patients and places importance of information exchange, goal setting, and patient-centered care" (de Leon-Demare, MacDonald, Gregory, Katz, & Halas, 2015,p.635). Although as de Leon-Demare et al. state there is a limited literature related to advanced nurse- patient communication, one may deduce that this concept is one of the most essential and fundamental components in glycemic control attainment in patients with diabetes. I must confirm, that my current position as the Outpatient Diabetes Educator is inescapably built on a frequent interaction between a client and provider whether through face to face sessions or phone conversations. Because this approach, many of my patient have bee

I really enjoy and love the book, Cheating Destiny, Living with Diabetes by James S. Hirsch. We have Diabetes and Metabolic Syndrome course this semester where we learn the physiology and pharmacology background of diabetes, the treatment guideline of diabetes. however, I have a personally feeling that we do not address enough what diabetes patients’ experience and concerns are, how different culture and ethnic background would influence patients’ response and react to diabetes, how can we effectively convey the knowledge to patients in a patient-friendly and acceptable way. After finishing reading the book, I know the process of setting the blood glucose goal by experiment and trials, such as Diabetes Control and Complications Trial (DCCT).

The health education program is addressing the health topic diabetes. Mostly, diabetes is a health condition that needs a life-long self-management that is substantial to the patient. Through having a good intervention plan will lead to a better long-term medical outcome. This will enable the patient to lead a much healthy life.

Aim 3 is to determine if the utilization of weekly education sessions will improve quality of life for the chronic condition diabetes 2 by measurement of blood glucose and hemoglobin A1c levels. Behavioral health education courses geared to educate patients on insulin dependency and nutritional choices will encourage healthier lifestyle changes.

According to the American association of diabetes educators,7 there are seven diabetes self-care practice : being active (physical activity and exercise); healthy food diet ; taking medications; blood glucose monitoring ; problem solving, especially increasing and decreasing blood glucose levels); minimizing risks ( decrease diabetes complications; smoking cessation); and healthy coping (psychosocial adaptation). These behaviors have been explained as measurable outcomes of effective diabetes education and thus should be achieved for both individual and population levels to fullfill the desired outcomes of prevention of diabetes complications beside physical and psychological

My aim was to promote and to educate how living with diabetes can affect an individual with their lifestyle and what is diabetes? As many people don’t know the difference between type 1 and type 2 diabetes. Many people also don’t know the process or the lifestyle that the individual has changed. I investigated multiple aspects of this issue by doing surveys and an interview.

Patients has a solid grasp on what diabetes is and how it works. This patient was given diabetes education at first diagnosis and when transitioning from insulin pen to insulin pump. The learner appreciated that we brought her updated print outs on diabetes because she prefers to have information to refer back to and also that her boyfriend and eventually her children could look at. The patient’s motivation to learn came stemmed from her feeling like she had a control on her diabetes and wanting to not have another hospital

In regards to context and diabetes prevention education, we have to think of what individual are already knowledgeable about in terms of healthy lifestyle, and also what the individual’s knowledge of diabetes is. Thought also has to be given to what is already known about education for diabetes prevention and what has been tired and has either failed or succeeded in the past. The context is linked to the organizational results by being what measures the pre-existing notions associated with diabetes prevention

The implementation of my nursing change proposal is providing educational programs on diet and exercise to improve blood glucose levels in newly diagnosed type 2 diabetes mellitus patients. Important safety concern to keep in mind when implementing this type of care are: Improving staff communication is important, according to a study conducted by He, Zhang & Zhao (2013) suggest that “effective communication collates with increase patient adherence.” When newly diagnosed patients

Participants in the control group did not receive group education. The one-to-one education sessions were scheduled for every clinic visit. Diabetes patient education is usually provided using a preprinted education tool material such as a case report book covering assessment items and treatment targets. The time spent on education was based on individual need. The intervention group received a structured diabetes education intervention in addition to routine standard care. The structured diabetes education program was provided in a one to two hour session every week for four weeks. It was assisted by one certified diabetes educator in each group. The structured diabetes education program comprises of illustrated pictures that are used as a

Although there are many guidelines developed by the American Diabetes Association for the self-management of diabetes in the general adult population, there is not a clear definition for the self-management of the disease as perceived by the older population living in rural areas; especially taking into account on how physiological changes at an older age affect the way the body tolerates glucose and utilization of insulin, resulting in what is viewed by the health care professional as being noncompliant is, in reality, a lack of understanding involving diabetes self-management. Therefore, the purpose of this research study is to develop a new diabetes education model which targets this population as to the best way to manage the disease, while

An understanding of the disease condition and adoption of self-care is a must to optimize outcomes (Stiles, 2011). A quality education must be dynamic, holistic, and planned care based on the individual’s needs (patient-centered approach). By utilizing a patient-centered approach, the patients will be able to improve their knowledge and skills about their illness, as well as their treatment. Through education, self-management and health-related behavior modification is developed. Educated patients will be able to manage their glycemic control, including home glucose monitoring, dietary modifications, administration of diabetic medications, be vigilant of the hypoglycemic and hyperglycemic signs and symptoms, develop a positive attitude toward the disease, and will follow through with the plan of care, including

Self-care diabetes training has to been identified as a vital element of diabetes care. The purpose of this training is to help children to gain awareness, knowledge, attitudes and required skills to perform efficient self-care [16]. Some researchers believe that the selection of an accurate self-care training method for children can increase the quality of self-care and self-perception. In diabetes training, allowing for the education and health needs of children, we should also pay attention to behavior differences and the educational contents of training and methods should be acceptable from children cultural perspective [17]. Earlier to training, it is essential to choose an educational approach [18]. The educational approach depends on