Essay about Nursing Research: Diabetes and Self-management

Diabetes substantially limits the life function of eating, and it also negatively impacts the life function of learning. Support to manage diabetes and a schedule to check blood sugar levels during non-instructional times of the day or the opportunity to make up any work missed during blood sugar checks are accommodations that would be in this student’s 504 plan. The 504 plan might also require all staff to be trained to recognize and handle any complications related to diabetes to ensure the child’s

To overcome this obstacle, nurses should be persuaded to understand how important it is to ensure that diabetics are safe and receive consistent diabetes management wherever they are. There is a nursing shortage in all areas of healthcare and especially in most school systems, nurses are not always present, and diabetes is becoming more prevalent, so having other personnel who can be trained to deliver routine care and emergency care can ensure that someone knowledgeable is always present. Wood (2013) reported that with the shortage of nurses, diabetic students are not getting appropriate care throughout the day and families are facing hardship trying to ensure that timely and appropriate care is being

H, who had come into the emergency department two days prior for diabetic ketoacidosis (DKA) and was diagnosed with type 1 diabetes. The Mayo Clinic explains that diabetic ketoacidosis occurs when the body cannot produce insulin. Insulin is the key that allows glucose to enter cells, and provide the cells with energy. Without glucose for energy, the body begins to breakdown fats that produce harmful substances known as ketones. DKA is characterized by hyperglycemia, metabolic acidosis and ketones in the urine, (2017). That had since resolved, so for the most part of the day me and the secondary nurse were providing diabetic education. She was educated on the use of the glucometer, how to give insulin injections, and symptoms of hypoglycemia, I felt confident in this education and was surprised by how much I remembered from previous lectures. I did not have time to provide teaching on diet, exercise induced hypoglycemia, or patient specific teaching based upon her report, because we switched our roles. I can see how education can get swept under the rug in practice when you are so busy throughout the day. Instead of saving education until the end of the day, when I become a new nurse I will make sure I am taking advantage of every patient encounter as an opportunity to educate. Later in the simulation, when I had transitioned roles, Ms. H experienced a hypoglycemic episode after receiving a dose of insulin and not consuming any of her breakfast. According to Silvestri, hypoglycemia is often caused by the following, too much insulin, too little food, or excessive activity (2014, p. 653). In Dr. Johanson’s lectures I learned that carbohydrates are the main source of energy for the body and are metabolized to form glucose for the body to use. When there is no consumption of carbohydrates, there is no glucose and this results in low blood glucose known as hypoglycemia. A type 1 diabetic lacks the ability to make insulin, which is the key that

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

Attention Getter: How many of you have a family member, friend, or knows someone who has diabetes?

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

As stated above, diabetes is a very complex disease affecting millions of people in the world. Due to this, the nursing profession

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[ ].

Unfortunately, due to the unprecedented increase in diabetic diagnoses, there are simply not enough doctors available. Educators, therefore, are and will continue to be needed to assist in this shortfall. They will teach new patients how to manage their diabetes, and assists and educate “older” patients in new, exciting technologies.

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.

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.

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)

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).