Diabetes Care and Patient Education
Course #94394 - $90 -
- 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 costly health problem in the United States. Perhaps more than any other chronic disease process, diabetes management requires substantial and ongoing self-care activity on the part of the patient or caregiver. For example, people with diabetes often need to test blood glucose several times a day. Many need to know how to administer insulin and to frequently adjust dosages. At the very least, people with diabetes continually contend with lifestyle choices related to the food they eat, the activity they engage in and demands upon their time and energy. Because the self-care needs of the patient with diabetes are significant, nursing care is most effective when it enables the patient to reach an optimal level of independence based upon individual need.
- INTRODUCTION
- THE SIGNIFICANCE OF THE PROBLEM
- DISEASE PROCESS
- CLASSIFICATION OF DIABETES
- DIABETES COMPLICATIONS
- FACILITATING DIABETES SELF-CARE
- DIABETES SELF-MANAGEMENT EDUCATION AND SUPPORT
- MANAGEMENT OF DIABETES
- CULTURAL ASPECTS OF DIABETES CARE
- SUMMARY AND CONCLUSIONS
- RESOURCES
- Works Cited
- Evidence-Based Practice Recommendations Citations
This course is designed for all nurses and behavioral health professionals involved in the care of patients with diabetes.
The purpose of this course is to provide nurses and behavioral health professionals with the information and resources needed to develop proficiency in teaching and caring for the patient with diabetes.
Upon completion of this course, you should be able to:
- Discuss the significance of diabetes in terms of prevalence and costs.
- Outline the pathophysiology of diabetes.
- Identify various classifications of diabetes.
- Recognize the acute complications of diabetes, including hyperglycemia, diabetic ketoacidosis, and hyperosmolar hyperglycemic syndrome.
- Identify the chronic complications of diabetes and the patient education principles related to each.
- Discuss the importance of facilitating diabetes self-care and describe interventions that support it.
- Identify components of effective diabetes self-management education programs.
- Analyze benefits and practices related to blood glucose monitoring.
- Describe meal planning methods and nutritional guidelines for people with diabetes.
- Discuss medications for diabetes in terms of mechanism of action, nursing implications, and patient teaching principles.
- Recall the principles and practices of insulin therapy, including measures to prevent and treat hypoglycemia.
- Outline benefits and precautions related to exercise for the person with diabetes.
- Discuss the pathology of the diabetic foot and standards of preventive care.
- Describe the impact of stress on blood glucose control.
- Define cultural competence and discuss its relevance to diabetes care.
Susan Semb, MSN, CDCES, is a retired RN who received her Master's degree in nursing from the University of San Diego. Her nursing experience includes direct patient care, case management, staff development, program development, and health education. She spent the majority of her nursing career working as a diabetes educator in the health education department of a major health maintenance organization. Ms. Semb has also authored other continuing education courses for nurses published by NetCE and contributed to nursing books and other publications. In her retirement, Ms. Semb enjoys travel, line dancing, and pursuing an interest in antiques and vintage items.
Contributing faculty, Susan Semb, MSN, CDCES, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Jane C. Norman, RN, MSN, CNE, PhD
Alice Yick Flanagan, PhD, MSW
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.
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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.