Diabetes Education Plan

Introduction According to Johnson and Raterink (2009), Type 2 Diabetes Mellitus (DM) is a major global inveterate wellness issue. Though, it is found that the check up on is for the to the highest degree part close outable as m either of the endangerment factors for develop the illness such as excess metric weight unit, poor diet, in action mechanism, smoking and excessive alcoholic drink consumption, ar modifiable behaviours (Australian Bureau of Statistics, 2011).A customer saucily diagnosed with Type 2 DM may be unawargon that the illness digest be effectually ego- talk termsd with exchanges to diet, lifestyle and if necessary the inclusion of oral hypoglycemic agents (Australian contribute of health and Welfare AIHW, 2008). Therefore, the aim of the training end is to assist the invitee to happen upon ameliorate lifestyle choices and changes that entrust emend health outcomes and turn off the risk of diabetic complications. The knowledge cast le ave behind develop evidence-based lymph gland tuition strategies that digest on diabetes centering and the modification of unhealthy lifestyle behaviours.According to Funnell, Anderson, Austin, and Gillespie (2007), developing appropriate indvidualised teaching methodal strategies that increase node knowledge enables the leaf node to break self- tell behavioural changes that aid in useful self- vigilance and remedyd health outcomes. Background Diabetes share and self- focussing reading wishs to be custom-built to the single (Funnell et al. , 2007). The lymph node, in whom this education plan is tailored for, is a 50 grade old male with a body mass mogul of 32 who has been newly diagnosed with Type 2 DM.In designing the education plan it is likewise heavy to assess and include protracted resources of digest for the leaf node (Goldie, 2008). Resources of support may include nodes family and friends, utilisation of local anesthetic conjunction services and alli ed health business concern providers such as loving workers, dieticians and podiatrists (Hunt &038 Grant, 2010). For the client to make inform choices they take up to be educated on the affection march and possible complications. Diabetes is an illness that occurs when the body in uneffective to maintain normal levels of glucose in the root (McKenny &038 Short, 2011).Type 2 DM is a forward disease, characterised by hyperglycaemia resulting from defects in the secretion of insulin (AIHW, 2012). degenerative hyperglycemia affects function of cells and tissues and may result in cardiovascular disease, kidney disease, wad sledding and dishonor limb amputations due to neuropathy and peripheral arterial disease complications (AIHW, 2008). treatment of Type 2 DM is complex with evidence accentuate the need and importance of a collaborative healthcare team go on (Robertson, 2011).Initial treatment for those newly diagnosed involves nutritional therapy and exercise to aid i n weight sack (Zisser, Gong, Kelley, Seidman, &038 Riddell, 2011). However, as Type 2 DM is a chronic progressive condition, pharmac some other(prenominal)apy is usually regardd (Tsang, 2012). Oral hypogylcaemic agents are typically the for the graduation time pharmacologic intervention to improve glycaemic control and these agents include Biguanides (Metformin), Sulphonylureas, Acarbose, Meglitinides, and Thiazolidinediones (Phillips &038 Twigg, 2010 Sanchez, 2011). Tsang (2012) argues that Metformin is recommended as the first line of treatment.In addition, due to the progressive nature of the condition almost clients will require insulin therapy to achieve and maintain adequate glycaemic control (Nyenwe, Jerkins, Umpierrez, &038 Kitabchi, 2011). new diagnosed clients require substantial guidance and education regarding disease self-management (Johnson &038 Raterink, 2009). self-importance-management issues the client and family may stupefy include adhering continually to a daily regime of monitor blood sugar levels and the self regulation of diet, exercise and medication (Long &038 Gambling, 2011).Clients and their families in any case need to know how to manage the complications of diabetes including rear hygiene and the management of hypogylcaemic or hyperglycaemic episodes (Sanchez, 2011). specialised think of education Through the identification of self management issues and dominance areas of knowledge deficit, the nurse is able to tailor an education plan that focuses on the individual look oning necessitate of the client and their family, resulting in mutually concur upon short and long term goals (Aranda, 2008).Therefore, client and family education will focus on irresponsible lifestyle modifications to increase physical bodily process and improve eating habits (Bartol, 2012). The lifestyle modifications of healthy eating and increased activity levels improve blood glucose control, aid in weight management, improve frequent hea lth and may tighten the need for oral hypoglycemic agents (Sanchez, 2011 AIWH, 2012). In addition, education on the self monitoring of blood glucose (SMBG) focuses on self-management strategies.Education should focus on how to perform the test with the use of a blood glucose meter, how to care for equipment and how to manage a high or low blood glucose recital (Sanchez, 2011). SMBG is an measurable component of diabetes management as it enables the client to learn and approximate the do of diet and exercise on blood glucose levels which should aid relegate adhesiveness to treatment regime (Nyenwe et al. , 2011). Client knowledge deficit in coition to oral hypogylcaemic medications and insulin therapy should also be addressed.Medication education should provide instruction regarding what severally medication is, dosage, possible side effects and if they interact with any other medications (Bullock &038 Manias, 2011). Education that focuses on medications is important as it c an rise clients soul and willingness to take it (Bartol, 2011). Lastly, due to the increased risk of foot ulcer and lower limb amputations, it is important to provide an educational intervention that focuses on foot hygiene and care (Ogrin &038 Sands, 2006).Diabetes education on foot care aims to prevent foot ulceration by focusing on self management strategies to improve foot care behaviours (The National Health and health check look for Council NHMRC, 2009). Education Strategies Before educational strategies can be utilize you mustiness first identify possible challenges and any potential barriers to erudition your client may take over (Beagly, 2011). According to Beagly (2011) barriers that inhibit patient education are age, literacy, language, culture and physiological obstacles (p. 31). Preferred teaching style, language, cognitive exponent and literacy level are visitd during the assessment process (Funnell et al. , 2007). As the client is a 50 year old male, the pr inciples of pornographic learning should be utilise when choosing an appropriate educational outline (Bullock &038 Manias, 2011). The principles of adult learning highlight that adults take aim life experience with them and adults generally prefer self-directed, problem-based education that is germane(predicate) and applicable to their lives (Clapper, 2010). person-to-person banter is one educational strategy found to have positive effects on lifestyle changes and increasing knowledge for clients with diabetes (NHMRC, 2009). One-on-one discussions elevate application of new development through the provision of relevant and operable advice, thus reflecting the principles of adult learning (Bullock &038 Manias, 2011). These discussions also enable feedback on betterment and application of opening into practice (Kaufman, 2003). Discussions should also include individual and pigeonholing family education sessions.Mayberry and Osborn (2012) have found that when family membe rs are educated on diabetes management, improvements in clients self-care behaviours, weight and glycaemic control were noted. Providing education through demonstration is another effective adult learning strategy and should be used for educating the client on SMBG and foot care. Demonstration is an effective strategy for my client as fit in to the theory of self-efficacy, observing other people can modify our beliefs that we can perform similar tasks, even when the task is unfamiliar (Kaufman, 2003, p. 14). Furthermore, twain discussion and demonstration are effective strategies for my client as most put aged adults still have the cognitive function and competency to learn new skills (Crisp &038 Taylor, 2009). Diabetes management is multi-disciplinary and requires a collaborative healthcare burn down (Hunt &038 Grant, 2010). As a result, referring the client to a dietitian for review is an important education strategy to aid in positive dietary modifications (Sanchez, 2011).T his education strategy draws on the evidence-based practice guidelines for the nutritional management of Type 2 DM (Dietitians Association of Australia DAA, 2006). The guideline highlights that the primary responsibility of the dietitian is to determine a nutrition plan in collaboration with the clients demand and goals (DAA, 2006). Referring the client to local familiarity services that provide drop out host exercise programs is also an important education strategy to be interconnected in the plan (Van Dijk, Tummers, Stehouwer, Hartgens, &038 Van Loon, 2012).Kaufman (2003) argues that according to social learning theory people learn from one another through observation, fictitious and framework behaviour. Visual material including handouts, information packs and website resources are also effective educational strategies for adult learners as they assist self-directed learning (Beagley, 2011). Self directed learning is an effective intervention to facilitate behaviour chang es as it enables the adult client to be responsible for their learning, promotes autonomy and can be divided up and discussed with family and friend support networks (Funnell et al. 2007). Conclusion / Recommendations In conclusion, type DM is a self-managed chronic disease that requires those affected to be actively problematic and informed in their own health care. This education plan has provided relevant information and identified appropriate evidence-based educational strategies that can assist the client newly diagnosed with type 2 DM to make positive lifestyle modifications and reduce the risk of complications. The education plan also emphasizes the importance of extended family and community support to assist in positive health outcomes.The deracination of knowledge, willingness to change and induce positive self-care behaviours is now the overall goal with diabetes management requiring ongoing education and support from healthcare professionals to help clients implement and sustain lifestyle changes (Long &038 Gambling, (2011). It is recommended that the client has regular reviews and health checks then modification of educational needs and strategies can be assessed and implemented as the disease process changes and the needs to the client changes (Bartol, 2012 Funnell et al. , 2007).Diabetes Education PlanIntroduction According to Johnson and Raterink (2009), Type 2 Diabetes Mellitus (DM) is a major global chronic health issue. Though, it is found that the condition is largely preventable as many of the risk factors for developing the disease such as excess weight, poor diet, inactivity, smoking and excessive alcohol consumption, are modifiable behaviours (Australian Bureau of Statistics, 2011).A client newly diagnosed with Type 2 DM may be unaware that the illness can be effectively self-managed with changes to diet, lifestyle and if necessary the inclusion of oral hypoglycemic agents (Australian Institute of Health and Welfare AIHW, 2008). Ther efore, the aim of the education plan is to assist the client to make educated lifestyle choices and changes that will improve health outcomes and reduce the risk of diabetic complications. The education plan will develop evidence-based client education strategies that focus on diabetes management and the modification of unhealthy lifestyle behaviours.According to Funnell, Anderson, Austin, and Gillespie (2007), developing appropriate indvidualised educational strategies that increase client knowledge enables the client to make self-directed behavioural changes that aid in effective self-management and change health outcomes. Background Diabetes care and self-management education needs to be tailored to the individual (Funnell et al. , 2007). The client, in whom this education plan is tailored for, is a 50 year old male with a body mass index of 32 who has been newly diagnosed with Type 2 DM.In designing the education plan it is also important to assess and include extended resource s of support for the client (Goldie, 2008). Resources of support may include clients family and friends, utilisation of local community services and allied health care providers such as social workers, dieticians and podiatrists (Hunt &038 Grant, 2010). For the client to make informed choices they need to be educated on the disease process and possible complications. Diabetes is an illness that occurs when the body in unable to maintain normal levels of glucose in the blood (McKenny &038 Short, 2011).Type 2 DM is a progressive disease, characterised by hyperglycemia resulting from defects in the secretion of insulin (AIHW, 2012). Chronic hyperglycemia affects function of cells and tissues and may result in cardiovascular disease, kidney disease, vision loss and lower limb amputations due to neuropathy and peripheral arterial disease complications (AIHW, 2008). Treatment of Type 2 DM is complex with evidence emphasizing the need and importance of a collaborative healthcare team appro ach (Robertson, 2011).Initial treatment for those newly diagnosed involves nutritional therapy and exercise to aid in weight loss (Zisser, Gong, Kelley, Seidman, &038 Riddell, 2011). However, as Type 2 DM is a chronic progressive condition, pharmacotherapy is usually required (Tsang, 2012). Oral hypogylcaemic agents are typically the first pharmacological intervention to improve glycaemic control and these agents include Biguanides (Metformin), Sulphonylureas, Acarbose, Meglitinides, and Thiazolidinediones (Phillips &038 Twigg, 2010 Sanchez, 2011). Tsang (2012) argues that Metformin is recommended as the first line of treatment.In addition, due to the progressive nature of the condition most clients will require insulin therapy to achieve and maintain adequate glycaemic control (Nyenwe, Jerkins, Umpierrez, &038 Kitabchi, 2011). Newly diagnosed clients require substantial guidance and education regarding disease self-management (Johnson &038 Raterink, 2009). Self-management issues th e client and family may have include adhering continually to a daily regime of monitoring blood sugar levels and the self regulation of diet, exercise and medication (Long &038 Gambling, 2011).Clients and their families also need to know how to manage the complications of diabetes including foot hygiene and the management of hypogylcaemic or hyperglycaemic episodes (Sanchez, 2011). Specific focus of education Through the identification of self management issues and potential areas of knowledge deficit, the nurse is able to tailor an education plan that focuses on the individual learning needs of the client and their family, resulting in mutually agreed upon short and long term goals (Aranda, 2008).Therefore, client and family education will focus on positive lifestyle modifications to increase physical activity and improve eating habits (Bartol, 2012). The lifestyle modifications of healthy eating and increased activity levels improve blood glucose control, aid in weight management, improve general health and may reduce the need for oral hypoglycemic agents (Sanchez, 2011 AIWH, 2012). In addition, education on the self monitoring of blood glucose (SMBG) focuses on self-management strategies.Education should focus on how to perform the test with the use of a blood glucose meter, how to care for equipment and how to manage a high or low blood glucose reading (Sanchez, 2011). SMBG is an important component of diabetes management as it enables the client to learn and evaluate the effects of diet and exercise on blood glucose levels which should aid better adherence to treatment regime (Nyenwe et al. , 2011). Client knowledge deficit in relation to oral hypogylcaemic medications and insulin therapy should also be addressed.Medication education should provide information regarding what each medication is, dosage, possible side effects and if they interact with any other medications (Bullock &038 Manias, 2011). Education that focuses on medications is important as it can enhance clients understanding and willingness to take it (Bartol, 2011). Lastly, due to the increased risk of foot ulceration and lower limb amputations, it is important to provide an educational intervention that focuses on foot hygiene and care (Ogrin &038 Sands, 2006).Diabetes education on foot care aims to prevent foot ulceration by focusing on self management strategies to improve foot care behaviours (The National Health and Medical Research Council NHMRC, 2009). Education Strategies Before educational strategies can be implemented you must first identify possible challenges and any potential barriers to learning your client may have (Beagly, 2011). According to Beagly (2011) barriers that inhibit patient education are age, literacy, language, culture and physiological obstacles (p. 31). Preferred learning style, language, cognitive ability and literacy level are determined during the assessment process (Funnell et al. , 2007). As the client is a 50 year old male, the pri nciples of adult learning should be applied when choosing an appropriate educational strategy (Bullock &038 Manias, 2011). The principles of adult learning highlight that adults bring life experience with them and adults generally prefer self-directed, problem-based education that is relevant and applicable to their lives (Clapper, 2010).One-on-one discussion is one educational strategy found to have positive effects on lifestyle changes and increasing knowledge for clients with diabetes (NHMRC, 2009). One-on-one discussions enhance application of new information through the provision of relevant and practical advice, thus reflecting the principles of adult learning (Bullock &038 Manias, 2011). These discussions also enable feedback on progression and application of theory into practice (Kaufman, 2003). Discussions should also include individual and group family education sessions.Mayberry and Osborn (2012) have found that when family members are educated on diabetes management, imp rovements in clients self-care behaviours, weight and glycaemic control were noted. Providing education through demonstration is another effective adult learning strategy and should be used for educating the client on SMBG and foot care. Demonstration is an effective strategy for my client as according to the theory of self-efficacy, observing other people can strengthen our beliefs that we can perform similar tasks, even when the task is unfamiliar (Kaufman, 2003, p. 14). Furthermore, both discussion and demonstration are effective strategies for my client as most middle aged adults still have the cognitive function and ability to learn new skills (Crisp &038 Taylor, 2009). Diabetes management is multi-disciplinary and requires a collaborative healthcare approach (Hunt &038 Grant, 2010). As a result, referring the client to a dietitian for review is an important education strategy to aid in positive dietary modifications (Sanchez, 2011).This education strategy draws on the evidence -based practice guidelines for the nutritional management of Type 2 DM (Dietitians Association of Australia DAA, 2006). The guideline highlights that the primary responsibility of the dietitian is to determine a nutrition plan in collaboration with the clients needs and goals (DAA, 2006). Referring the client to local community services that provide free group exercise programs is also an important education strategy to be incorporated in the plan (Van Dijk, Tummers, Stehouwer, Hartgens, &038 Van Loon, 2012).Kaufman (2003) argues that according to social learning theory people learn from one another through observation, imitation and modeling behaviour. Visual material including handouts, information packs and website resources are also effective educational strategies for adult learners as they assist self-directed learning (Beagley, 2011). Self directed learning is an effective intervention to facilitate behaviour changes as it enables the adult client to be responsible for their learning, promotes autonomy and can be shared and discussed with family and friend support networks (Funnell et al. 2007). Conclusion / Recommendations In conclusion, type DM is a self-managed chronic disease that requires those affected to be actively involved and informed in their own health care. This education plan has provided relevant information and identified appropriate evidence-based educational strategies that can assist the client newly diagnosed with type 2 DM to make positive lifestyle modifications and reduce the risk of complications. The education plan also emphasizes the importance of extended family and community support to assist in positive health outcomes.The translation of knowledge, willingness to change and sustain positive self-care behaviours is now the overall goal with diabetes management requiring ongoing education and support from healthcare professionals to help clients implement and sustain lifestyle changes (Long &038 Gambling, (2011). It is recomme nded that the client has regular reviews and health checks then modification of educational needs and strategies can be assessed and implemented as the disease process changes and the needs to the client changes (Bartol, 2012 Funnell et al. , 2007).