The Self-Management Program Analysis

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.

It also shows that not having someone to help these patients manage their diabetes as an obstacle to good diabetes management. This study created a plan and this plan was able to be tested to show its effectiveness in diabetes

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.

Diabetes is a chronic disease that requires constant self-care management practices among diabetic patients. The patients have to make decisions to stick to a strict diet and exercise plan, they also have to be involved in complex activities aimed towards their care and health. Diabetes self-management education provides patients with essential information and has been shown to have a positive impact on the health of patients. Self-management enhances patients with skills and knowledge and information for self-care. The problem focus for this project is lack of culturally diabetes self-management education for the diabetic Hispanic adult population who receive care at a free clinic in Indio, California. Patients who have diabetes need information about their behavior and diet plans to help in the management and maintenance

Steinbeck and colleagues (2012) examined the impact of group based diabetes self-management education (GBDS) on the clinical, lifestyle and psychosocial outcomes among type II diabetes patients by reviewing and extracting data from 21 research studies. Analyses of the data showed lowering of the blood glucose levels and glycated hemoglobin in 1503 patients out of the total 2833 participants within 12 months of participation in the GBDS intervention (Steinbeck et al. 2012). Improvement in self-management skills was also noticed among the participants (Steinbeck et al. 2012).

Self-management has become a concept adopted by the Department of Health (DH) to enable people with chronic health conditions to become the controlling entity over their illness therefore promoting independence and psychological well being. Initiatives that recommend this practice are National Service Framework for chronic disease management and self-care (DH 2002) and National Service Framework for Long-Term Conditions (DH 2005). Part of the framework plan is to implement a strategy to enable people to self-administer their own medication. This includes self-medicating in the community and in acute hospitals.

The sample for this longitudinal quasi-experimental study consisted of 150 adults (18 years old and above) with diabetes type 2. The criteria required to become a participant included: owning a cellphone, accepting 9 months of commitment, and no presentation of complications in the last 6 months. The participants completed several sessions of diabetes self-management education prior to the initiation of the research. Once the training culminated, the subjects were asked to pick one out of the three groups. The members of the first group were to receive the traditional face to face visit with a diabetes specialist (n=47). The second and third group consisted of follow-up interventions via phone calls (n=44) and secure text messages (n=59), respectively. The diabetes self-management support (DSMS) survey was used to measure the behavioral goals, while HbAc1 and LDL exams were

According to Fiandt (2006), the goal of self-management is to empower patients to manage their health and healthcare. Some of the ways that this can be accomplished according to Fiandt (2006) are tailored educational resources, skills training, and collaboration between the provider and patient in setting goals and creating the treatment plan. An example to illustrate this would be a patient who is obese with high blood pressure and diabetes due to a diet high in processed food and a sedentary lifestyle. In this example tailored educational resources could be about the effects of poor diet choices and how they increase the risks of high blood pressure and diabetes. Some ideas for skill training would be to teach the patient how to take and record their blood pressure and how to monitor their blood glucose levels and take their insulin.

In relation to systemic factor, Brown, J. et al (2002) reported that most doctors often have limited time to study and abide to Clinical Practice Guidelines (CPG) that sometimes provide multiple guidelines and implementation changes within short time. This additional task although aids to improve effectiveness strategy in practice somehow considered troublesome especially when the healthcare system unable to address this issue. Brown, J. et al (2002) concluded that challenges arise in type 2 diabetes management were not caused by one factor instead, each roles (patient, doctor and healthcare system) play crucial responsibility and influences the elements that could be important to the others. In regards to the findings, development of diabetes management model that integrate and incorporate the patients together with other roles in diabetic care treatment was recommended by Brown, J. et al (2002). Several limitations were found in the study include the small sample size and the selection process were not explicitly

All researchers clearly described intervention and control protocols, and clearly defined their study population. The article by Nishita et al. (2012) is specific to the PICO in question, as its focus is on health coaching effects on diabetes self-management in adult workers. A different article, by Allen et al. (2011) studied the effects of a coaching team, consisting of a nurse practitioner and a community health worker (CWH), on promoting self-management to reduce

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.

Concept analysis is frequently seen as a pre-requisite to theory development, but this is not always the case, nor should it be. Concept analysis and theory development can be done concurrently. As the understanding of the concept is clarified and fine-tuned so will be the theory. The aim of this analysis is to understand the concept of self-care in relation to patients with type 1 or 2 diabetes mellitus from Dorthea Orem’s theories: theory of self-care, theory of self-care deficit, the theory of nursing systems, and the theory of dependent care. Each step of the framework provided by Walker and Avant (2005) will be used to evaluate the concept of self-care for patients with diabetes in the following sections: definition, literature review, defining attributes, antecedents, consequences, empirical referents, and case studies.

Discharge planning is a transition plan whose key objective is to provide a diabetes type 2 patient with self-management skills. A nurse or a physician can provide diabetes education. Proper education and good follow-up planning is imperative to post-discharge patients. Without it, up to 30% of patients with diabetes type 2 risk being hospitalized again within 30 days of discharge (Robbins & Webb, 2006). A good discharge plan is rational and well instituted; it retains the benefit of in-hospital insulin therapy when adapted to the patient's self-care. A discharge plan is formulated as a multidisciplinary collaboration of healthcare professionals who are involved in the care of diabetes type 2 patients. This provides a practical and ready-to-implement plan that is more likely to succeed.