Diabetes Self-Management Report

The goal is to increase the percentage of understanding of diabetes and how to live empowered with diabetes. I will conduct outreach programs in various methods to reach the people to participate in the health program. My objective is done by specific, measurable, achievable, results-focused, and time-bound (SMART) goals. By May 31, 2018, an increase of 40% establishes one-on-one follow up education session with each individual and families through home visits or phone calls to monitor them to improve their lifestyles. By February 30, 2018, an increase of 80% distribution of brochures and with door to door interactions with the individuals in the community. By September 2018, increase 90% of people to engage in community health fair, classes, and exercise activities on diabetes and cardiovascular classes. This will introduce the individuals in social support that allow interactions with teaching and

Diabetes is a serious medical condition that can also be a risk factor for the development of many different diseases and conditions including dementia, heart disease, and CVA. Thus, effective management of diabetes is very important. Patient compliance can be difficult to achieve if the person affected with diabetes is not educated about the illness or treatment, has not fully accepted the diagnosis or its severity, will not change habits or believes that the prescribed treatment regime is too difficult or ineffective, has cultural beliefs conflicting with the treatment regime, experiences stressful events, lacks social support, or suffers from psychiatric issues unrelated to diabetes (Gerard, Griffin, & Fitzpatrick, 2010). As one may expect, adequate education programs are essential tools when dealing with diabetics. Solid education will provide the patient with information as well as teaching the necessary skills to manage the disorder. The primary focus of any diabetes education program must be to empower patients as a part of the multidisciplinary team. This team should be focused at integrating diabetes into the lives of the patients and this focus should be based on the decisions made by the patient, otherwise the treatment plan can be looked on as forced (Gerald et al., 2010). Every patient stricken with diabetes has the right to benefit from an education program of this type. First, basic education and facts should be administered directly following the diagnosis of

Diabetes has become an epidemic in today’s society. Diabetes affects almost every system in the body, and with an estimated 346 million people in the world with diabetes, healthcare has been heavily affected by the disease (Ramasamy, Shrivastava, P., & Shrivastava, S., 2013). One of the biggest issues for healthcare workers when it comes to diabetes, is that it is such a complicated disease. With so many different systems being affected, medical professionals have had to learn how the disease process works, what causes diabetes to work through the systems, and the best treatments to address all these issues. Through much research, the healthcare system has grown very knowledgeable on diabetes. One important aspect of treating diabetes has been in the introduction of diabetic education. In the past, nurses and dieticians had been responsible for educating patients on diabetes, but now that role is also extended to other people in the healthcare team, including the patient (Tomky, 2013). In fact, patients taking an active role in the education process, including learning to self-care has now become a priority in diabetes treatment. The following paper will discuss diabetic education, the importance of self-care and how this affects a patient’s compliance.

Diabetes is a chronic illness that requires continuous medical care and patient self-management education to prevent acute complications and to reduce the risk of long-term complications[ ].

Diabetes is a disease that causes the human body to not create or not use insulin effectively. The body needs insulin to take the energy or sugars and turn it into energy. The human body needs energy to survive. Diabetes can be broken into three main categories. Type 1 diabetes is where the body makes no insulin at all. Type 2 diabetes is where the body does not produce enough insulin or it does not use it correctly. Gestational diabetes is more of a type 2 diabetes for pregnant women, which usually returns to normal after birth (Ruder 7-8).

Although the outcome proved the NPCT intervention of DSME education and medical management were effective, something other than the interventions used could have caused other results but not confounded results. The use of multiple locations and a larger randomized sample size may have helped avoid obstacles such as time, fuel, cost and transportation issues and allowed for generalizability. Different outcomes could have been achieved if individualized education plans were completed separately for the insulin dependent and non-insulin dependent patients (Jessee & Rutledge, 2012). Some factors that were not included in this study were the patient history, educational level, and other health risk factors of

After reflecting on my own nursing practice, I decided to search the literature on the need for better education associated with DMI. Certain ethnic and cultural groups have an increased risk for DMI and educating those at risk is a key component in the management process. If nurses use more individualized teaching processes and meet their patients’ teaching needs, then their patients will feel more comfortable in taking care of themselves at home and in schools. By reviewing the literature on the need for enhanced diabetes

The Centers for Disease Control and Prevention (CDC) DSME driver document describes four drivers for DSME. These drivers are Program availability, Payers and payment mechanisms, Referral policies and practices, and People with diabetes willing to go to DSME. Research indicates that if employed these drivers can increase access, reimbursement, and referral for DSME. These four drivers can be used concurrently to improve DSME

Being a new diabetic at the age of nine wasn’t too difficult to learn. I had a very encouraging, involved, and intelligent Diabetic Educator who helped me learn how to manage myself at such a young age. Because of this experience it has made me want to be a Diabetic Educator

This is a diabetes case study of Mr. Charles D., a 45-year old male who is experiencing classic symptoms of hyperglycaemia. Recently divorced and living alone in a new home, Charles has complained of recent weight loss, excessive thirst, and frequent urination. He is a busy CEO for a major technological company. This case study for Charles will educate him as to what are the causes of diabetes: explain the presenting signs and symptoms emphasize the psycho-social impact to his amended life, and instruct him in the economic impact that he and millions share.

It was the end of my first year of medical school, as I sat beside my grandmother I realized a lot had changed from my last visit. My grandmother, the woman who came to Canada to help raise me, who was once strong and full of energy, was now frail, with blisters all over her skin and unable to sit upright without help. Reading about Diabetes is one aspect of learning, but actually seeing its effects gave me a whole new perspective about what it means to be a doctor.

Diabetes is associated with wide range of complications such as chronic renal failure, blindness, amputations, heart disease, high blood pressure, stroke, and neuropathy (Alotabi, A., et al., 2016). There is no known cure for diabetes, but the disease can be controlled through health management that includes multiple perspectives of care such as medications, blood glucose monitoring, diet, nutrition, screening for long-term complications and regular physical activity (Alotabi, A., et al., 2016). Managing diabetes may be complicated and requires the knowledge and skills of both healthcare providers and the clients. Studies have shown that to prevent or delay diabetic complications due to diabetes, counseling and other lifestyle interventions are the effective therapy. Even with many policies set up for diabetes, 8.1 million Americans are undiagnosed with diabetes mellitus, and approximately 86 million Americans ages 20 and older have blood glucose levels that considerably increase their risk of developing Diabetes Mellitus in the next several years (CDC, 2015). For diabetes care to be successful there needs to be a good understanding of the disease and management by both patients and healthcare providers,

Annual testing for abnormalities in fasting serum cholesterol, triglyceride, HDL cholesterol, and calculated LDL cholesterol levels (ADA, 2008)

Diabetes self-management education is a critical element of care for All people with diabetes and those at risk for developing the disease. It is necessary in order to prevent or delay the complications of diabetes and elements related to lifestyle changes and smoking one of them that are also essential for individuals with diabetes to know smoking complication.

Being a camp counselor at Canadian Diabetes Association Camps was a rewarding experience that came with many valuable lessons. I fell in love with Dcamps as a camper because of the supportive community. Everyone had different stories and ways of managing their diabetes. Being newly diagnosed, I admired and learned so much from the counselors. As a first year staff, I was determined to provide my campers with the great experience I had, as well as teach them proper type 1 diabetes care. Working as a counselor taught me how to be a positive role model and gave me more confidence to make decisions as well as taking leadership roles in different situations. Every camper and conflict at camp were unique therefore being able to adapt to differing