Chronic Disease Process: Diabetes Mellitus Discussion Paper

Chronic Disease Process: Diabetes Mellitus Discussion Paper

This paper will help you focus on your experience, knowledge, and insights from the RN-BSN Program.

You will reflect on how completing the program has changed your practice and will continue to impact

your practice in the future. This is your final scholarly paper in this program so the expectations for

scholarly presentation and APA are higher than they were at the start of the program. You should be

ready to write graduate level papers at the conclusion of this course.  If you wish to receive

“Exemplary” ratings you will need to add something more than what is specified that

is highly relevant to your discussion. See instruction page for more detailed information. Chronic Disease Process: Diabetes Mellitus Discussion Paper

 

Integrating BSN Concepts Module B Reflection Paper

This paper will help you focus on your experience, knowledge, and insights from the RN-BSN Program. You will reflect on how completing the program has changed your practice and will continue to impact your practice in the future. This is your final scholarly paper in this program so the expectations for scholarly presentation and APA are higher than they were at the start of the program. You should be ready to write graduate level papers at the conclusion of this course. Following these instructions should help you achieve “Competent” to “Proficient” ratings on the grading rubric. If you wish to receive “Exemplary” ratings you will need to add something more than what is specified that is highly relevant to your discussion.

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Paper Requirements:

• A Title Page is Required
• The paper should be a minimum of 3 pages in length and should not exceed 5 pages in addition to title page and reference page
• Use the template from the Scholarly Writing tab to assist you with APA format
• Include a strong introduction and conclusion
• Use headings to label the parts of the paper
• Paragraphs need to be a minimum of three sentences, preferably four-five sentences.

Grading Criteria:

• See the grading rubric for detailed grading information • Content: Describe the differences between yourself as an Associate Degree and Baccalaureate Degree nurse. How is your practice different? Is your thinking different? Do you feel different? What is the most surprising thing that you have learned? What is the biggest thing that you have learned about yourself in the process of completing the program? Provide examples of how you have applied what you have learned in your work or other professional nursing activities.
• Scholarly Presentation: Is your content logical and well organized? Did you correct spelling, grammar and punctuation errors?
• APA: Do you have adequate citations and references? Is at least one reference not a required text? Are your references current (preferably within 5 years but up to 10 years ok)? Did you check formatting errors so that all citations and references are done correctly? Are all citations on the reference list? Are all references cited?

Paper Parts

Title page
Introduction-Provide an overview of your unique paper.
Content – minimum 3 pages in addition to title page and reference page
Address how completing the program has changed you as a nurse/your nursing practice. Reflect on one or more ways that you have changed your practice as you have completed the program. Reflect on what your next steps are now that you will have your BSN.

Conclusion- Summarize key points from your unique paper. References

 

Module C: Program Goals, Objectives, and Activities

 

Chronic Disease Process: Diabetes Mellitus

• Target Behavior(s): diabetes self-management (for diabetes patients) and diabetes prevention and screening

Target Population: Native American population in McKinley County, New Mexico, males and females aged 40-65                                                                                  

Program Goals: Chronic Disease Process: Diabetes Mellitus Discussion Paper

 

Program Goals
Goal 1	Participants will show an improvement in diabetes self-management behavior
Goal 2	Participants will be screened for diabetes
Goal 3	Participants will adapt to the recommended diabetes-coping lifestyle as recommended by the American Diabetes Association (n.d.)
Goal 4	Participants will successfully demonstrate lifestyle changes to prevent diabetes

 

Lesson Goals for ALL lessons:

Lesson Goals
Lesson 1 Goal	95% of the participants will demonstrate an understanding of the importance of diabetes self-management
Lesson 2 Goal	Above 80% of the participants will demonstrate knowledge of diabetes self-management activities
Lesson 3 Goal	All participants appreciate the importance of early diabetes screening in early identification and beginning treatment
Lesson 4 Goal	Above 70% of the participants are screened for all diabetes types
Lesson 5 Goal	Participants understand the importance of maintaining a healthy lifestyle while managing diabetes (Davis et al., 2022)
Lesson 6 Goal	Above 70% of the diagnosed participants demonstrate effective diabetes treatment and management including medication adherence
Lesson 7 Goal	All participants show an understanding of maintaining a healthy lifestyle to prevent diabetes and diabetes complications
Lesson 8 Goal	Above 85% of the participants demonstrate increased physical activity and dietary/nutritional compliance

 

Lesson Objectives for selected lessons:

Lesson Objectives
Lesson 1 Objective(s):	·         Participants will define diabetes self-management by the end of the lesson ·         Participants demonstrate diabetes self-management practices ·         By the end of the lesson, participants will demonstrate ability to measure blood sugar, and record HbA1c levels Chronic Disease Process: Diabetes Mellitus Discussion Paper
Lesson 5 Objective(s):	·         By the end of the lesson, participants will demonstrate the importance of physical activity (Powers et al., 2020) ·         Participants identify physical activity programs they can join ·         Above 70% of the participants will enroll in physical exercise programs by the next meeting ·         Participants understand the role of  nutrition in effective diabetes management
Lesson 6 objective(s):	·         All participants understand the importance of diabetes treatment ·         90% or more of the participants screened and diagnosed with diabetes begin treatment by the next meeting ·         Participants demonstrate an understanding of the importance of diabetes early treatment in preventing diabetes complications as recommended by the American Diabetes Association (n.d.) ·         Each diagnosed participant identify a way to increase medication compliance

 

Lesson Activities for selected lessons:

Lesson Activities
Lesson 1 Activities	Objectives 1 & 2. 1. Participants will define diabetes self-management by the end of the lesson. 2. Participants demonstrate diabetes self-management practices Participants define diabetes self-management as guided by the 2022 National standards for diabetes self-management education and support (Davis et al., 2022) Participants describe self-management practices Based on the information provided by the instructor, the participants discuss in groups how they can manage diabetes Interactive question and answer activity on diabetes-self management Objective 3. By the end of the lesson, participants will demonstrate ability to measure blood sugar, and record HbA1c levels As one of the diabetes self-management practices (Davis et al., 2022) ·         The instructor demonstrates different diabetes self-management devices ·         Participants interact with the devices ·         Real life examples of tracking HbA1c levels and measuring blood sugar are demonstrated ·         Participants demonstrate using the provided devices to measure blood sugar
Lesson _5_ Activities	Objective 1,2 & 3. 1. By the end of the lesson, participants will demonstrate the importance of physical activity 2. Participants identify physical activity programs they can join 3. Above 70% of the participants will enroll in physical exercise programs by the next meeting Chronic Disease Process: Diabetes Mellitus Discussion Paper Instructor explains the role of physical exercise in diabetes prevention and management as described in the national standards for diabetes self-management Participants identify physical exercises and programs they can join in the community Participants make physical exercise schedules Objective 4. Participants understand the role of nutrition in effective diabetes management The informs the participants on diabetes self-management education and support programs Instructor describes the relationship between appropriate nutrition and diabetes management and prevention Participants identify their current nutrition patterns Participants mention replacements for proper diet and nutritional benefits
Lesson 6 Activities	Objective 1. All participants understand the importance of diabetes treatment Instructor explores the available diabetes treatment therapies Clarification on alternative medicine to the participants Instructor demystifies myths surrounding diabetes medications Objective 2. 90% or more of the participants screened and diagnosed with diabetes begin treatment by the next meeting. ·         Instructor conducts follow-up on the participants that were screened ·         Diagnosed participants make hospital appointment to begin treatment Objective 3. Participants demonstrate an understanding of the importance of diabetes early treatment in preventing diabetes complications ·         Participants mention diabetes complications ·         Participants identify ways of preventing diabetes complications ·         Participants verbalize of a plan to avoid complications Objective 4. Each diagnosed participant identify a way to increase medication compliance ·         Individual participants select a method that medication compliance that would work for them ·         Instructor leads the participants to set reminders for taking medications ·         Provide pill organizers for participants who might need them

 

References

American Diabetes Association (n.d.) Diabetes Self-Management Education. Retrieved from  https://www.professional.diabetes.org/diabetes-self-management-education

Davis, J., Fischl, A. H., Beck, J., Browning, L., Carter, A., Condon, J. E., Dennison, N., Francis, T., Hughes, P. J., Jaime, S., Lau, K. K., McArthur, T., McAvoy, K., Magee, M., Newby, O., Ponder, S. W., Qurashi, U., Rawlings, K., Socke, J., Stancil, M., Uelmen, S., & Villalobos, S. (2022). 2022 National standards for diabetes self-management education and support. The science of diabetes self-management and care, 48(1), 44-59. https://doi.org/10.2337/dc21-2396

Powers, M. A., Bardsley, J. K., Cypress, M., Funnell, M. M., Harms, D., Hess-Fischl, A., & Uelmen, S. (2020). Diabetes self-management education and support in adults with type 2 diabetes: a consensus report of the American Diabetes Association, the Association of Diabetes Care & Education Specialists, the Academy of Nutrition and Dietetics, the American Academy of Family Physicians, the American Academy of PAs, the American Association of Nurse Practitioners, and the American Pharmacists Association. Diabetes Care, 43(7), 1636-1649. https://doi.org/10.2337/dci20-0023 Chronic Disease Process: Diabetes Mellitus Discussion Paper