Teaching Plan for Diabetes Mellitus

Although not effective for everyone but many people have found pharmacotherapy has the ability to stabilize their condition. For most people with diabetes, the most challenging in the treatment plan is to determine what food to eat. There is not a one-size-fits-all eating pattern for individuals with diabetes. The integral role of nutrition therapy in overall diabetes management and has historically recommended that each person with diabetes be actively engaged in self-management, education, and treatment planning with health care provider, which includes the collaborative development of an individualized eating plan. Therefore, it is important that all members of the health care team be knowledgeable about diabetes nutrition therapy and support its implementation.

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[ ].

Assessment Purpose: The purpose of the quiz is to assess each student’s knowledge about diabetes. The quiz results will allow the instructor to discern what students already know from previous learning experiences and what voids need to be filled. The constructed response portion of the quiz will provide evidence on what students have already learned. Due to the nature of the quiz, the instructor will be provided with qualitative data about each student’s knowledge. The assessment is formative and low stakes because its sole purpose is to provide immediate feedback to the instructor to further guide instructional time. The pre-assessment quiz was chosen because the course is offered to the public.

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.

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.

Most of the patients were on insulin but different types and doses namely rapid-acting, short-acting, intermediate-acting, long-acting, and pre-mixed depending on the individual’s response to insulin (WebMD, 2014). The incident that helped me achieve my learning need was when a diabetic patient in his late thirties known as patient A, was admitted with a diabetic foot ulcer medically referred to as a neuropathic foot ulcer. Krentz and Bailey, 2001 in their research found that neuropathic foot ulcers generate when diabetes causes nerve damage in the feet and alters the ability for the feet to feel pain. This causes unnoticed ulcers on the affected feet which later develop into bigger ulcers. On the morning of my third day, after handovers, I went on drug rounds with my mentor and for patient A, I noticed that he had 6 different types of drugs for his diabetic condition. Most of the drugs that were administered to him were also given to other diabetes patients on the ward. I told my mentor what I had noticed and he confirmed that those 6 drugs were commonly used for diabetic patients. I listed down those drugs in a small pocket diary I always carried along on that ward. Later that day during lunch break, I sat with my mentor and discussed my learning needs with him making mention of this particular one and discussed measures that would help me achieve my objectives.

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.

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.

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 is a major problem in our society today. Many people have heard about the disease; however, they do not know too much about its complications. Diabetes is a chronic, progressive and lifelong condition that affects the body’s ability to use the energy found in food (WebMD, 2016). Many new cases are confirmed every year and unfortunately, many go undiagnosed for years. Diabetes is a serious disease and need to be taking seriously. The disease can lead to many other health problems such as blindness, nerve damage and kidney diseases. The more the community understand and made aware of the seriousness of the disease, the better it can be control and or prevented.

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