A scholarly literature search was conducted to determine whether education and technology play a role in a patient’s HbA1c levels. The databases that I used to search for these topics included CINAHL, PubMed, Summon, and Cochrane Database of Systematic Reviews. I started by entering words such as “diabetes self-management” and “diabetes AND technology”. I refined my search by limiting the articles to full text, published between 2011 and 2015, academic journals and English as the language. I will now present the articles to decide whether education makes a difference in the way patients with diabetes manage their care.
Article one, “The effect of Educational Interventions on Glycemic Control in Patients with Type 2 Diabetes Mellitus” by
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The study protocol was approved by the Ethics Committee of Shiraz University of Medical Sciences and written informed consents were obtained from all the participants after providing them with an explanation about the study design and objectives. The study was conducted on 100 male and female adults between 40 and 75 years old who had type 2 diabetes for at least 2 years and had received a maximum of 2 oral diabetes medications. (Zibaeenezhad et al., 2012).
According to the results, the mean level of HbA1c was significantly lower at the 3 month follow up compared to baseline (8.09 +/- 0.31 versus 8.51 +/- 0.26, P < 0.001). In the male participants, the mean level of HbA1c was 8.59 +/- 0.26 at baseline and 8.21 +/- 0.29 at the 3-month follow-up (P < 0.001). These values were respectively obtained as 8.39 +/- 0.03 and 7.94 +/- 0.04 in the female participants (P < 0.001). The study results indicated a significant decrease in HbA1c levels in both male and female participants by the end of the educational course, although the duration of follow up was relatively short (three months). Another limitation was that the study only evaluated the effect of the intervention on HbA1c as a measure of glycemic control. Thus, further studies are recommended to assess clinical parameters (e.g. blood pressure and BMI). Moreover, behavioral or educational theories must have a more
In contrast to asthma, 285,000,000 people in the US had either type I, type II, or gestational diabetes in 2010 (Cavanaugh, 2010). Type 2 diabetes, which is acquired due to unhealthy lifestyle and other external factors, is more common, affecting 95 out of 100 diabetics. (Cavanaugh, 2010). The most crucial aspect of diabetes to have adequate knowledge about is glycemic blood levels (Cavanaugh, 2010). Hypoglycemia and hyperglycemia are extremely common due to the pancreas’s inability to correctly administer insulin, the hormone that manages glycemic blood levels, throughout the body (Cavanaugh, 2010). According to the study, those who are more proficient in math had an easier time administering their medications (Cavanaugh, 2010). This is due to the necessary method of injecting insulin based upon measured levels of blood sugar using a device that pricks the skin, and calculates a value by testing the blood (Cavanaugh, 2010). While a lot of it is done automatically with today’s society, a basic instruction on how the electronic devices used would dramatically affect literacy outcomes (Cavanaugh, 2010). Low blood sugar or hypoglycemia is more common with individuals possessing inadequate health literacy (Cavanaugh, 2010). Without the proper knowledge, 30% of those with Type 2 diabetes are expected to have hypoglycemic emergency events, and out of the 14,000 tested, 11% of them did have a hypoglycemic
Background Audience Relevance: Diabetes is a disease that now in days is becoming more common to society because of the lifestyle in which many of us eat and how easy and cheap it is to obtain unhealthy fast food.
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
The study had an overall total of 1150 participants. Although there were many participants to begin with, they did not provide all of the feedback the researchers had requested. This resulted in the expulsion of their participation, so their results were not included in the final reports of the study. The number of patients that did provide the essential information added up to a total of 901. The profile for a participant was a patients diagnosed with Type 2 diabetes in the last 6 months, but has been diagnosed no more than 10 years ago. They had to be between 35-70 years of age. Their BMI had to be more or less than 24 kg/m2 and have an HbA1c more or less than 6.5%. They also had to have treatment with a diet or oral glucose lowering medication. Those needing insulin shots, had been diagnosed with chronic diseases, or had a change in diet or lifestyle 3 months prior to the study were not included in the overall
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.
The purpose of this study is to minimize the risk of hypoglycemia among the elderly. As people with diabetis age, the physiological changes affect the diabetic. The purpose of this study is to consider whether HbA1 goals can be attained without undue treatment burden and decrease the risk of severe hypoglycemia. Though client teaching and minimizing the risk factors of hypoglycemia can prevent further exacerbation of catastrophic events that could have potential lethal outcomes to an older patient with diabetes. The one patient’s case, Mr. J., an 86 year old man who has had type 2 diabetes for 15 years is a quantitative study that focuses on prevention of hypoglycemia in older adults. Interventions include diet, meal planning, medication, glucose
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[ ].
Assessing the target population by detecting glucose abnormalities by measuring HbA1c can significantly benefit individuals from primary prevention through risk factor modification and may impact those undiagnosed and facilitate introduction of diabetes prevention at a public level.. Due to socioeconomic disadvantages and lack of access to care, vulnerable populations such as minorities are more likely to develop diabetes. Thus, interventions which prevent the development of the disease and ensure adequate and appropriate management must be implemented to reduce the burden of T2D. Diabetes education, self-management education, and adequate access to health care are considered key factors to achieving
During the last four weeks we have covered many topics on chronic illnesses and I chose to research Diabetes Mellitus Type 2. In the first week, I learned more about the different types of Diabetes Mellitus, such as Type 1, Type 2 and Gestational Diabetes; morbidity and co-morbidities of diabetes, and the cost to people that suffer from Diabetes. I also developed a questionnaire to administer to a person with Diabetes Mellitus. In the second week,
My teaching on primary prevention of type II diabetes adheres to HP2020 objectives D-1 to D-16 on diabetes, specifically objective D-1 that deals with reducing the annual number of new cases of diagnosed diabetes in the population. (Target is a 10% improvement from the baseline of 8.0 new cases of diabetes per 1,000 population aged 18 to 84 years occurred in the past 12 months to the target of 7.2 new cases per 1,000 population aged 18 to 84 years). Education on the preventive measures needed to be taken by an at-risk population tackles this issue of reducing the annual number of cases.
The review of literature section will define diabetes and prediabetes, identify the prevalence and major risk factors for diabetes, and present behavioral changes that can reduced the risk of developing diabetes. This section discusses the types of presentations and teaching methods that have been utilized in diabetes prevention and the health belief model. The final paragraphs in the review of literature present the learning theory and delivery method of instructional designs, which are ideal for a diabetes prevention program.
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)
On November 15, 2017, I attended a professional meeting called “Think Like A Pancreas: A Practical Guide to Managing Diabetes with Insulin.” The sponsors for this meeting were SNDA and CVD. The speaker who presented at the meeting was Gary Scheiner Ms, CDE. He is an author of the book “Think Like A Pancreas: A Practical Guide to Managing Diabetes with Insulin.” The general objective for this meeting helped people gain more knowledge about diabetes, and learned more from author personal experiences with type I diabetes. After I attended this meeting, I become more knowledgeable about diabetes. I have a chance to learn more about diabetes nutrition, different type of medications, and many tools that are available for diabetes patients to keep track on the blood glucose.
Within the teaching plan it is important to incorporate all the aspects of Type 2 Diabetes prevention. To know the history of Type 2 Diabetes it is vital that everyone in the community knows the past struggles of this condition and the efforts that have been made to treat and prevent Type 2 Diabetes. In like matter, the inclusion of Type 2 Diabetes overview is presented, which includes the process of the pancreas that release’s insulin to the bloodstream to help decrease blood sugar levels. Overtime the increased blood sugar levels lead to other health complications, such as eye, kidneys, nerves, and heart problems. Moreover, the presentation presents with the risk factors to Type 2 Diabetes, which includes family history of diabetes, being overweight, unhealthy diet, physical