Diabetes Pharmacology
Course #95324 - $60 -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
Diabetes is a serious and growing problem in the United States. Behavior change, diet, and exercise are first in the line of treatment for this chronic disease. However, diabetes is a progressive disease, and these techniques will only work for a small portion of patients. Oral medications will eventually be necessarily incorporated into treatment plans in order to preserve control of the disease at an optimal level, and injectable medications are started in the second tier of therapy when glucose levels are significantly greater than the goal range. Healthcare professionals are required to sustain a fundamental understanding of diabetes medication classes, including action, maximal safe dosing, and side effects, when caring for their patients. Oral medications for diabetes impact individuals to differing degrees and maintain various safe practice recommendations. Furthermore, although insulin and other injectable medications are beneficial, patient acceptance of injectable medications continues to be a significant barrier to achieving optimal blood glucose control. The emotional stressors can be a substantial barrier to success for individuals and their significant others and/or caregivers. These emotional interferences include needle fears and phobias, ignorance, and time constraints. Patients' responses to the medications, laboratory results for safe, efficacious dosing, and drug effects must all be monitored.
- INTRODUCTION
- PATHOGENESIS OF DIABETES
- DIABETES RESEARCH
- DIAGNOSIS OF DIABETES
- SULFONYLUREA THERAPY: FIRST AND SECOND GENERATIONS
- NONSULFONYLUREA SECRETAGOGUE (GLINIDE) THERAPY
- ALPHA-GLUCOSIDASE INHIBITOR THERAPY
- BIGUANIDE THERAPY
- THIAZOLIDINEDIONE THERAPY
- DIPEPTIDYL PEPTIDASE-4 (DPP-4) INHIBITOR THERAPY
- SODIUM-GLUCOSE CO-TRANSPORTER 2 (SGLT2) INHIBITORS
- GLUCOSE-DEPENDENT INSULINOTROPIC POLYPEPTIDE (GIP)/GLUCAGON-LIKE PEPTIDE (GLP-1) RECEPTOR AGONISTS
- COMBINATION ORAL MEDICATION PREPARATIONS
- BOLUS INSULIN THERAPY
- BASAL INSULIN
- COMBINATION INSULIN PREPARATIONS
- INCRETIN MIMETICS
- AMYLIN ANALOGS
- IMMUNOTHERAPY
- PATIENT EDUCATION
- CASE STUDIES
- CONCLUSION
- Works Cited
- Evidence-Based Practice Recommendations Citations
This course is designed for pharmacy professionals and nurses in any practice setting with a desire to familiarize themselves with the medications used in the treatment of type 2 diabetes.
The purpose of this course is to meet the needs of healthcare professionals seeking a better understanding of the actions, dosages, onset of action, and adverse effects of diabetes medications in order to provide optimal care to their patient population.
Upon completion of this course, you should be able to:
- Outline the epidemiology of diabetes in the United States.
- Describe normal fuel metabolism and the pathogenesis of type 1 and type 2 diabetes.
- Analyze the current state of diabetes research.
- Identify the diagnostic criteria and screening guidelines for diabetes.
- Discuss the role of sulfonylureas in the treatment of diabetes, including potential side effects.
- Review the pharmacology of nonsulfonylurea secretagogues.
- Compare and contrast the alpha-glucosidase inhibitors available for the treatment of diabetes.
- Describe the role of metformin in diabetes management.
- Assess the strengths and weaknesses of thiazolidinediones and dipeptidyl peptidase-4 inhibitors to control blood glucose levels.
- Identify various bolus insulin options, and outline the risk and response to related hyperglycemic crises.
- Discuss the importance of basal insulin in the treatment of type 1 and type 2 diabetes.
- Compare the efficacy and actions of incretin mimetics and amylin analogs.
- Choose key topics that should be included in patient education plans for individuals being treated with oral or injectable diabetes medications.
Diane Thompson, RN, MSN, CDE, CLNC, has an extensive history in nursing and nursing education. She possesses a strong background in diabetes and cardiac care, starting her professional career at the cardiac care area of the Cleveland Clinic in Cleveland, Ohio. Ms. Thompson took the knowledge and experience she learned from the Cleveland Clinic and transferred it into the home health arena in rural Ohio, after which she moved to Florida and obtained further knowledge while working as a PRN nurse in all areas, including medical/surgical, intensive care, emergency, critical care, and cardiology. With a desire to have a specific area to concentrate her profession, Ms. Thompson accepted a position as a pneumonia case manager, which led into a diabetes case manager career.
Ms. Thompson has been employed in diabetes care since 2001, when she was hired as a diabetes case manager. After the completion of 1,000 hours of education to diabetes patients, Ms. Thompson earned her certification as a diabetes educator in 2003. From 2006 to 2018, Ms. Thompson was the Director of Diabetes Healthways at Munroe Regional Medical Center in Ocala, Florida. As the director of the diabetes center, Ms. Thompson was responsible for the hospital diabetes clinicians, hospital wound care clinicians, and out-patient education program. Today, she is the nurse manager of a heart, vascular, and pulmonary ambulatory clinic at Metro Health System in Cleveland, Ohio. Ms. Thompson has also lectured at the local, state, and national level regarding diabetes and the hospital management of hyperglycemia. Ms. Thompson is a member of the ADA, AADE, Florida Nurses Association, and the National Alliance of Certified Legal Nurse Consultants.
Ms. Thompson acknowledges her family as her greatest accomplishment. She is a wife of more than 30 years and a mother of a daughter and son, of which she is very proud. Ms. Thompson credits her husband for the support needed to set a goal and achieve it. He has been by her side through nursing school and completion of her Bachelor's degree and Master's degree, which she was awarded in 2015 from Jacksonville University in Florida.
Contributing faculty, Diane Thompson, RN, MSN, CDE, CLNC, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Jane C. Norman, RN, MSN, CNE, PhD
Randall L. Allen, PharmD
The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
Supported browsers for Windows include Microsoft Internet Explorer 9.0 and up, Mozilla Firefox 3.0 and up, Opera 9.0 and up, and Google Chrome. Supported browsers for Macintosh include Safari, Mozilla Firefox 3.0 and up, Opera 9.0 and up, and Google Chrome. Other operating systems and browsers that include complete implementations of ECMAScript edition 3 and CSS 2.0 may work, but are not supported. Supported browsers must utilize the TLS encryption protocol v1.1 or v1.2 in order to connect to pages that require a secured HTTPS connection. TLS v1.0 is not supported.
The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.