Self-Insulin Injection Essay

Our clinical group elected to do this semester’s teaching project on correct insulin administration. This topic is relevant because millions of Americans are currently affected with diabetes. Correct administration of the insulin injection is necessary for proper absorption, and also to prevent a condition where fat accumulates under the skin from injections called lipohypertrophy. This information is fundamental in the nursing process, due to nurses frequently administer insulin to patients, as well as play a vital role in patient education. Research has indicated that many patients do not recall receiving any education on how to administer insulin correctly. For our teaching, we created a poster to hang in the staff restroom on the ICU West floor at Redmond Medical

Diabetes is a lifelong disease that is caused a reduction of production of insulin. There are many types of diabetes mellitus, but the most common are Type I Diabetes or Juvenile Onset Diabetes or Insulin-Dependent Diabetes Mellitus (IDDM), Type II or Non-Insulin-Dependent Diabetes Mellitus (NIDDM), and Gestational. The quantitative research study of PICOT question is based on the patient with diabetes. The refined PICOT question that is identified is: Patient with diabetes Type 2 is better to treat them with lifestyle change of with medications? “As the number of individuals with diabetes rises, so do problems associated with diabetes identification and management” (Packer-Tursman, 2015, p. 23). To manage the diabetic disease, applying the PICOT formulating question is important to identify the population who is at risk. After identifying the people who are at risk, the type management must be set as the intervention that would be applicable to these people. The requirement to manage the patients with diabetic should be easy and specific in which the patient would be able to follow to promote compliance. Many diabetic patients can be managed with a lifestyle change like to teach them about their diet and exercise. Nevertheless, there are some patients with diabetes would require medication like insulin regardless of the effort that has been deployed. This is where the practitioner needs to compare the patients who will be

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.

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[ ].

Retrieved from http://www.ebrary.com The purpose for this source is teach diabetics how to prevent acute and long term complications and to improve quality of life and avoid premature diabetes associated with death. In this source the topic of how to live with diabetes, the advance of health information on diabetes and Medicine and self-management of diabetes. Successful diabetes management relies on successful patient engagement as well as medical treatment, and regular assessment of education needs is as important as medical care. I found this information in the online library.

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

It is necessary to consider changing from an oral diabetes medication to insulin injections after

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

Ozcan, S., & Erol, O. (2007). Teaching and learning in diabetes: techniques and methods. 52.

There were five CDC expectations that Ms. Jones used as a guideline for the Diabetes Recognition Program. The expectations included the following throughout the program, diabetes knowledge, session attendance during the core phase, weight loss achieved during the core phase and lastly documentation of body weights during the post-core phase. According to the results found in category 1-5 of the appendix ZZ, Ms. Jones class did meet the CDC expectations. Category 1 which was the pre and posttest including a control group of ten students averaged 44% for the pretest and posttest average 71%. The control group exceeded the CDC expectations because the average was to be at least 50%, which in the results was achieved 20% more. Category 2 which

Learning objective #2: (Affective) patient will be able to verbalize the benefits of maintaining acceptable blood glucose levels and the importance of taking insulin exactly as prescribed.

Patients or their parents (if they are very young) are expected to test their blood sugar regularly and give themselves (or their children) insulin shots accordingly. High quality education is crucial, because “ 95% of the disease

Within my practice area we currently have one resident who is prescribed daily insulin injections. Our student nurse was in the process of completing her Medication Management OSCE and had never experienced administering insulin. During the learning experience planning (RCN, 2008) the student nurse and I discussed the importance of best practice in relation to the administration of insulin. Insulin is described as being a ‘high alert medication’ as, if administered incorrectly, serious harm can occur. (NPSA, 2010). The student nurse did have previous experience in injection technique and had undertaken related university clinical skills sessions. In order to facilitate an evidence based skills acquisition session I obtained relevant literature, including guidelines, theory and visual aids. I utilised a visual aid in the form of a poster to support the student to develop knowledge around subcutaneous insulin injection technique, selection of injection site and correct procedure for injection site rotation (Becton, Dickinson and Company, 2010). I used Peyton’s (1998) four step approach to deliver the teaching session and demonstrated best practice technique as per RCN (2012) guidance. The student nurse was advised to always ensure that once the insulin device is fully depressed the needle should remain in situ for uto ten seconds to avoid insulin leakage (Annerston and Frid 2000, RCN 2012).