Diabetes Learning Program

Question: Discuss about the Diabetes Learning Program. Answer: Introduction: Disability is the loss of ones capacity to perform duties and activities that can be carried out under normal circumstances by a healthy individual (Hillson, 2015). Disabilities can be categorized into two levels namely permanent disabilities and temporary disabilities. Permanent disabilities are irreversible while temporary one is reversible. On the other hand, disability nursing is the provision of care and services by a nurse to patients with disability in order to assist them regain their capabilities or develop coping mechanisms (Clark, 2012). Teaching and learning programs which are provider-consumer interactions aimed at sharing information concerning risk factors, causes, effects, preventive measures and management of disabilities are required in order to prevent the development of disabilities besides helping those already having them to recuperate. In this case study, Amelia was diagnosed with type 2 diabetes mellitus at the age of 65 years. Initially, she was physically ac tive and engaged in regular community activities as she was very outgoing. In recent times she reports to have gained weight, feels tired and unwell in most of the days. She doesnt regularly monitor her blood sugar levels, and her diabetic condition is poorly managed. In addition, she has developed an arterial ulcer on her lower left leg and attended clinic thrice per week for assessment and wound dressing. However, she has gradually developed decreased mobility due to pain associated with the ulcer. Amelias disability due to the leg ulcer which causes pain hence her reduced mobility is linked to a number of causative factors. In type 2 diabetes mellitus, there is a high glucose level in the blood due to insulin resistance. Prolonged exposure to hyperglycemia causes several alterations to the vascular tissues such as arteries hence promoting atherosclerosis especially on the extremities. These changes lead to reduced tissue perfusion of the affected region, ischemia and subsequent ulcer development due to cell damage related to lack of oxygen and nourishment. Similarly, prolonged hyperglycemia causes nerve fiber injury which leads to reduced sensory and increased predisposition to injury that way cause wounds. On the other hand, it contributes to poor wound healing besides increasing the risk of infections as bacteria readily gets nourishment from the excessively available glucose in the blood (Shearman, 2015). Thus one may develop disability such as immobility. Lack of regular b lood glucose monitoring, obesity, and improper blood glucose level management in Amelia's case can be attributed to her arterial leg ulcer and the worsening of her condition. Learning programs are therefore necessary to enable her to improve her situation. Learning programs are interactive sessions between the health care providers and clients whose primary purpose is to pass information to clients that can be useful in their health. They utilize a broad range of approaches that commonly include demonstrations and verbal explanations. Learning program will be essential in Amelias case in order to enable her to comprehend the significance of regular monitoring of blood glucose levels, self-management, how to self-administer medications and the need to change particular lifestyles in the effort to manage her condition. Prolonged poor control of blood glucose levels may lead to the development of arterial and venous leg and foot ulcers which can consequently result in amputation due to the continuous and extreme risk of infections and suffering. This learning plan should be based largely on health education principles such as interest, active participation, and learning by doing, starting from known to unknown and reinforcements. This is part of primary health care which is the core approach to health care to prevent and cause a reversal of a disease before it advances to be severe. Wellness model can be useful in Amelias management since it focuses on all aspects of wellness that include physical, social, spiritual and emotional needs. The ulcer on her leg has affected the physical and social aspect of her wellness and therefore her learning program should focus on prevention of further injuries (Lowenstein, Foord-May Romano, 2016). The learning program for Amelia should contribute to learning and achievement of specific skills and behavior change. For instance, the learning process should enable her to learn how to use a glucometer device in order for her to monitor her own blood glucose levels in the self-management process. Additionally, she should learn self-administration of medication, dosage, frequency, time, side effects and the essence of adherence to the program. Behavioral changes mainly related to diet are also crucial to include low fat, low sodium, and less highly refined carbohydrate intake which are contributing dietary intake nutrients that exacerbate diabetes (Frost, Dornhorst Moses, 2013). Moreover, appropriate wound care skills are essential for her to wound dress and assess her ulcerated leg. However, other professionals such as a nutritionist and a podiatrist can assist in the management of her condition. A nutritionist will play a vital role in providing enough patient education on a diet to Amelia. Through this professional, a wide range of food options for diabetic Amelia will be provided and how to prepare them hence ensuring maintenance of balanced diet (Frost, Dornhorst Moses, 2013). Equally, a podiatrist will assist in the management of her ulcerated foot and provision of advanced care in diagnosis and treatment of any other condition affecting the patients foot before becoming severe. Through this management, she may regain the ability to ambulate again after healing. The two methods to be used in the process of teaching her are a demonstration and verbal explanation. The demonstration will be useful in the teaching on how to self-administer injectable insulin. It will also aid in the development of skills of using the glucometer in monitoring blood glucose levels. She is expected to do a return demonstration in order to evaluate the effectiveness of the teaching. Verbal explanations can also be combined with the earlier method to deliver facts and more knowledge on the skills. Furthermore, it is the most efficient way of teaching her about diet, the importance of management of her condition and any other related issue. Resources recommended for Amelia that have information regarding diabetes are https://www.healthdirect.gov.au/diabetes an Australian government website with up to date information concerning diabetes, causes, signs and symptoms, prevention, treatment, complications, how to live with it and the services provided by the government to diabetic patients. This will be a resourceful site for her since it sponsored by the administration and the information therein is current and relevant in the management of diabetes. Moreover, it is easily accessible from anywhere as long as there is internet connectivity. Therefore, with this kind of information, she will develop insight and skills of managing her condition (A. gov, 2016). Another resource for her is an article by diabetes state territory organization titled Blood glucose monitoring. It is easy to understand six-page writing with guidelines on why how and when to control blood sugars besides how it is diagnosed. This article is not bulky and has information on what to do after getting accurate results from the blood glucose level results. Consequently, it will aid in the improvement of management of this clients diabetic condition. In conclusion, it can be noted that hyperglycemia can lead to nerve cell and tissue damage causing leg ulcers. To avoid these occurrences, learning programs for diabetic patients are necessary to enable them to acquire specific skills and behavior change favorable for the management of their condition. Amelias needs determine what other professionals should be incorporated in her care be a nutritionist of a podiatrist. Besides education provision to her, other useful, informative resources can be recommended for her. References Australian gov. (2016)Diabetes, Available at https://www.healthdirect.gov.au/diabetes (Accessed: 6 September 2016). Clark, C, C (2012)Health promotion in communities: Holistic and wellness approaches, New York: Springer Pub. Co. Diabetes Australia: What is diabetes? : Blood glucose monitoring, (2010), Sydney, Diabetes State/Territory Organisations https://static.diabetesaustralia.com.au/s/fileassets/diabetes-australia/dfc77409-0da2-4ac0-a558-b842f5fe90db.pdf Frost, G, Dornhorst, A. Moses, R (2013),Nutritional management of diabetes mellitus, Chichester, West Sussex, England: John Wiley Sons. Hillson, R (2015),Diabetes care: A practical manual, Oxford: Oxford University Press. Lowenstein, A, J, Foord-May, L Romano, J (2016),Teaching strategies for health education and health promotion: Working with patients, families, and communities, Sudbury, Mass: Jones and Bartlett Publishers. Shearman, C, P, (2015),Management of diabetic foot complications, London: Springer-Verlag.