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The Importance of Nurses in Managing Type 2 Diabetes Mellitus

The Importance of Nurses in Managing Type 2 Diabetes Mellitus

The rationale and purpose for selecting the disease/ topic

The purpose and rationale for selecting the topic and the disease especially diabetes type 2 is because of the alarming statistics in the United States and lack of knowledge on diabetes management among the public. The National Diabetes Statistic report of 2014 indicated that in the United States, 9.3% of the population or a total of 29.1 million people have diabetes. This includes the 21 million people who have been diagnosed and the 8.1 million people who are undiagnosed (CDC, 2015). Statistics also indicate that amongst the people who are ailing from diabetes, approximately 90% of them are affected by type 2 diabetes in the United States (CDC, 2015). Another factor that formed the basis or rationale for choosing the topic is because projection that by the year 2034, the total number of people with diabetes will rise to 44.1 million (Huang et al, 2009). Similarly, annual spending associated to diabetes is projected to escalate to $336 billion (value of the dollar in 2007) from $113 billion in 2009. Therefore, there is much need for public awareness of the looming menace.

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Identify and describe the learners

The project believes that the nurses have many significant roles they can play in the management of type 2 diabetes mellitus. Therefore, the learners, in this case, are the nurses who are taught so as to educate their patients. To highlight some of the roles, the nurses can play in the management of patients with diabetes type 2 Mellitus include; creating public awareness of the health risks associated with the disease, providing the patients or their clients with the information that are relevant to the management of their diabetic condition (Chopra & Kapoor 2014). This is also referred to as educating the patients to live healthy lifestyles and also to check on their diets (Bergman 2014). Similarly, the nurses have a role in updating their knowledge base to be up to date with the current practices and evidence in the management of diabetes type 2 Mellitus. Goedecke & Ojuka (2014) noted that a nurse practitioner who has sufficient knowledge about the disease is the one who also has the capability of educating their clients, and eventually lead to public awareness.

The educational setting: staff development, patient education, family education

Diabetes education is essential in the management of diabetes because it requires day to day knowledge of monitoring, nutrition, meditation, and exercise. According to Cherry & Jacob (2013), staffs or nurses everywhere in the world including the United States have a big challenge of being abreast and keeping up to date with the current research, evidenced practices, policies that are related to professional and clinical practice. There are several ways in which the staff development or the nurses can update their knowledge on current evidence and practices for better management of type 2 diabetes. According to Williamson, Bellman & Webster (2012), the internet has provided nurses to access to a plethora of knowledge and information. However, there is still a lot of available information that nurses can use from libraries, magazines, newspapers, broadcast Medias and the GP/ Practice team bulletins that provide latest important information on the health and social care development. Similarly, Mccormack, Manley & Garbett (2004) indicated that the nurses need to enroll for higher education to provide them with the knowledge and skills related to their area of practices such as diabetes management, as well as equip them with skills of critical analysis and academic writing to assist them learn how to read and even critique effectively different kinds of literature

There are many ways in which a patient can be educated. Every patient suffering from diabetes type 2 Mellitus is different and, therefore, different ways of education must be used. These could include models, picture games to improve their health. According to Baricevic (2007), it is an essential for the nurses to hold individual diabetes education of each and every diabetes type 2 Mellitus patients, as well as group education. The diabetes type 2 patients in group education will feel comfortable because they are in one group and all the members have the same concern. Moreover, they can share their frustrations and experiences, and also hear the answers to questions that they could not have thought of themselves. Dieticians in collaboration with the nurses are placed uniquely for the provision of the input and in ensuring integration of consistent and accurate dietary messages through the community and hospital care teams. The aim is to provide individuals living with type diabetes mellitus the required information on make choices appropriate on the quantity and type of food which they consume and also their lifestyles (Redman 2001).

The role of a nurse in managing patients suffering from type 2 diabetes mellitus ranges from supporting and educating the diabetic patients and also their families during all stages in their lives. Knowledgeable and competent nurses can provide cost-effective and quality care and improve the outcomes of the patient when they offer information in times when the nurse have with the families or with the patients daily.

Learner assessments: readiness to learn, developmental level, educational level

This section assesses the learner’s educational level, developmental level, and the readiness to learn. The knowledge of the nurses about diabetes and on update and practice implications is essential. For the educational level, the minimum level is to be a qualified nurse for the education program. In assessing the learners, the aim is to ascertain the knowledge levels of diabetes amongst nurses in a hospital, compare the knowledge diabetes levels between nursing units and to describe correlates of knowledge of nursing. It is evident that nurses are knowledgeable about diabetes and also its care based on their medical background and training.

The theoretical or philosophical basis for teaching approaches applied in the lesson.

According to Quinn (2001), education can be provided both in secondary and primary care locations and is delivered in different formats. These include e-learning, information provision, and group and one-on-one that is more popular. Adjustments in the teaching plan approaches can also significantly help the nurses in moving the patients from their current health condition to better health. Theoretical or philosophical basis for teaching approaches applied in the lesson was to create diversity, enhance absorption of the content and be flexible with the teaching approaches. Veves, Carver & Weinger (2009) suggested that nurse should know that the patient he or she is educating is willing to change, and should also apply different education approaches for motivation and also should have resources to make a follow-up.


Baricevic, T. (2007). Understanding and managing type 2 diabetes. Bendigo, Vic, VEA.

Bergman, M. (2014). Global health perspectives in prediabetes and diabetes prevention.

CDC,. (2015). 2014 Statistics Report | Data & Statistics | Diabetes | CDC. Cdc.gov. Retrieved 23 November 2015, from http://www.cdc.gov/diabetes/data/statistics/2014statisticsreport.html

Cherry, B., & Jacob, S. R. (2013). Contemporary nursing: issues, trends, & management. St. Louis, Mo, Elsevier.

Chopra, N., & Kapoor, G. (2014). Passive Static Stretching and Type II Diabetes Mellitus: A Randomized Experimental Study. Saarbrücken: LAP LAMBERT Academic Publishing.

Goedecke, J. H., & Ojuka, E. O. (2014). Diabetes and physical activity.

Huang, E., Basu, A., O’Grady, M., & Capretta, J. (2009). Projecting the Future Diabetes Population Size and Related Costs for the U.S. Diabetes Care, 32(12), 2225-2229. http://dx.doi.org/10.2337/dc09-0459

Mccormack, B., Manley, K., & Garbett, R. (2004). Practice development in nursing. Oxford, Blackwell Pub. Retrieved from http://public.eblib.com/choice/publicfullrecord.aspx?p=454295.

Quinn, L. (2001). Diabetes: a practical approach. Philadelphia, W.B. Saunders Co.

Redman, B. K. (2001). The practice of patient education. St. Louis, Mo, Mosby.

Veves, A., Carver, C. A., & Weinger, K. (2009). Educating Your Patient with Diabetes. Totowa, NJ, Humana Press.

Williamson, G. R., Bellman, L., & Webster, J. (2012). Action research in nursing and healthcare. Los Angeles, Calif, SAGE.

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