QUESTION
supplementary assignment- EXTREMELY IMPORTNAT
Assessment Supplementary: NUR2101 Written Assessment
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NUR2101 Written Assignment and Patient Information Resource
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Brief task description:
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There are two parts to this assessment: Part A is a Written Assignment and Part B is the development of a Patient Information Resource. You are required to complete both part A and Part B. |
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Assessment purpose/ rationale:
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The purpose of this assessment is to:
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| Due Date: |
Monday 14th December 2020: 23:55pm AEST
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| Total Assessment Marks: | Marked out of 70 (Part A = 55 marks and Part B = 15 marks) |
| Length |
1500 words +/-10% Part A 500 words+/-10% Part B (word length includes in-text referencing and excludes your reference list and appendices)
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| Marks out of: Weighting: | 70 marks/worth 35% |
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Course Objectives Measured:
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| Exemplar/Example provided | An exemplar assessment will be available on StudyDesk in the Assessment section for this task. |
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Task Detail
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You are provided with 4 case scenarios (located in Appendix A at end of this document) you only need to choose ONE (1) scenario to discuss in this assignment. In each of the scenarios the patient has both a chronic disease and a presenting condition, you may also identify other comorbidities which may be relevant to the patient. You must complete both Part A and Part B of this assessment.
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Part A: Written Case Analysis Essay Length: 1500 words + or- 10% Marks: 55 (as per marking rubric) In this essay you will analyse the case study you have chosen giving a brief description of the chronic condition and the presenting health issues for the person. This will give context to the patient Information resource you create in Part B.
Rationale for Part A: The case study analysis forms the background and research leading to the creation of a Patient Information Resource. Through this assessment students will demonstrate an understanding of chronic illness across the lifespan and the impact on the individual, family and community. Students will also have the opportunity to consider, through the assignment, the needs of culturally diverse, disadvantaged and vulnerable groups with chronic conditions.
What you need to include in your essay: • Identify both the chronic disease and the presenting condition. If the patient has complex or two chronic diseases these need to be addressed. • Succinctly describe the pathophysiology, symptoms, anatomy and physiology associated with the chronic condition/s and the presenting issue. • Provide a brief outline of the relevant diagnostic and ongoing tests (e.g. blood tests, vital signs, x-rays, physiotherapy), associated with the patient’s chronic and presenting conditions. • Outline two (2) potential problems (complications) associated with the chronic disease. • Briefly outline the psychosocial developmental, cultural and health literacy considerations for the person in your case study. Developmental theorists have been identified in the modules on the StudyDesk, you are encouraged to use your recommended texts and library resources. • Describe three (3) priorities of nursing management for the patient’s chronic and presenting condition. These may include nursing management, and/ or pharmacological /non-pharmacological management and/ or self-management.
Presentation of Essay (Penalties will apply if these conventions are not adhered to.) 1. Reference according to USQ APA 7th Ed. (https://www.usq.edu.au/library/referencing/apa-referencing-guide ). The reference list is not included in the word count however in text citations and headings are included. 2. Use Times New Roman size 12 font 3. An introduction and conclusion are also required. 4. Dot points, tables and images are not to be included in the essay. Academic writing style is expected for this part of the assessment. |
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Task Part B – Patient Information Resource. Length: 500 words maximum Marks: 15 (as per marking rubric)
The patient Information resource can be written in the style of a pamphlet or hand out, or alternately, a blog or website article for the patient and family/ carer in your case study, about the chronic condition being experienced. It will describe what the condition is, and the care and self-management required to ensure a healthy lifestyle is maintained. You must consider the developmental considerations, cultural needs and health literacy of the patient in your case scenario and produce a resource that would be appropriate for their needs. All the information for your patient resource you should have already covered in the case analysis essay, this resource requires you to simplify it and explain it in plain language for your patient. This resource only requires you to focus on the chronic condition.
Rationale for Part B: A patient information resource offers you, as a nurse, a method of providing information to patients and their families on various chronic conditions. The information resource that you produce for this assessment can be used as part of a professional portfolio or used within your nursing practice in a health facility to educate clients. What you need to include in the patient resource: • Describe the condition, symptoms, anatomy/ physiology behind the condition (i.e. causes) • Outline the potential tests, treatments and medications that the patient may experience in the course of managing the condition • Briefly describe three (3) management strategies e.g. options for relief of symptoms, lifestyle changes, prevention of relapse/escalation/complications. • Include a link to an additional resource on the condition that patients and their families can read or watch (i.e.: a website, YouTube video). Note these must be from reputable sources but with a patient, not medical practitioner focus.
Presentation of patient resource: • This is to be a one-page document A4 (can be booklet, trifold or just plain page if doing a pamphlet) of no more than 500 words • Text should be presented in paragraph form, although some dot points are permitted where appropriate. • Times New Roman Font size 12 • At least 1 relevant image/ diagram (but not too many – they must be relevant) correctly referenced should be included • No graphic design skills are required but the resource must include at least one image or diagram. You can make the resource as attractive or as simple as you like however it must be easy to read and comply with copyright (i.e. any images that you have not created yourself must be correctly referenced). • References for the text are not required on the Patient Information Resource as these should already be in your essay. Only reference any images you have used. • The patient information resource should NOT be a re-written case scenario, the intent is that this is a document you could give to a patient with the chronic condition to read for education about their condition.
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| Writing Style |
Part A of this assessment piece will be written in the form of an academic essay providing links to relevant peer reviewed articles or scholarly sources. It should be written in third person. Part B of this assessment should be written in plain language that any person, without a medical background; of any culture; or education level could understand. This style of writing can be more relaxed and take a variety of forms but must be clear, concise and articulate. |
| Referencing/ citations |
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| Formatting Style | Refer to Task Details for formatting requirements for each part of the assignment as requirements may differ. |
| Resources available to complete task |
• SmartThinking – the SmartThinking activity explained in week two (2) will allow you to gain feedback on your writing for Part A of this assessment piece • Support for academic essay writing is available from the Learning advisor and Liaison Librarian, you can find information and contact them via their site: Study and Research Support for Health & Community students • Sites such as Canva.com allow you to design attractive brochures and flyers and may assist you to create an attractive Patient Resource for Part B of this assessment. This is not a requirement and these sites may require you to create a free account to use.
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Submission Information
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· All documents must be submitted must be either a word document or a PDF. No other file types will be accepted. · You can submit both one (1) document, with Part A and Part B included OR 2 separate documents to the submission point. · Do NOT include the marking criteria sheet in your submission. · NO coversheet or title page is required but footer must include unit code, unit name, semester and year, assignment title, student name, student number |
| Submission requirements |
This assessment task must:
Turnitin has been enabled so that students can check for similarity matching prior to the due date and make amendments to promote quality academic professional work. |
| File Name Conventions |
Save your document with the following naming conventions (Note: A1 stands for Assignment 1) surname-initial-studentnumber-coursecode-A1.doc/docx e.g. JONES-J-U123456-NUR2101-A1.doc |
| Moderation |
· All staff who are assessing your work meet to discuss and compare grading decisions before marks or grades are finalised.
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| Academic Integrity and Assessment Policy |
• Students are required to access the USQ assessment policy and adhere to Academic integrity guidelines https://policy.usq.edu.au/documents/13752PL • Applications for an extension of time will only be considered if received in accordance with the USQ Assessment procedure https://policy.usq.edu.au/documents/14749PL • Late submission penalties will apply unless written extensions requests have been approved (see 4.2.4 https://policy.usq.edu.au/documents/14749PL#4.2_Assignments ). Work submitted more than ten (10) University Business Days after the due date without an approved extension will have a Mark of zero (0) recorded. No submissions will be accepted after marked assignments have been returned to the student body. |
Appendix A
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Case Scenarios - please choose one (1) only for your assignment
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CASE SCENARIO TOPIC 1: Garry |
| Garry is a 55-year-old Indigenous male with terminal (life limiting) prostate cancer and intolerable pain. Garry was diagnosed with prostate cancer 5 years ago and had a prostatectomy. Treatment has been unsuccessful, and he now has metastasis in his spine and lungs. He has been admitted to the Hospice after falling at home. His sister Iris who he now lives with, is now finding it difficult to cope and care for her older brothers increasing needs as she works and cares for her young family. Garry’s pain has become intolerable, particularly in his lower back and he needs this reviewed. He is feeling isolated and wants to go home as soon as possible. |
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CASE SCENARIO TOPIC 2: Clara |
| Clara is a 16-year-old who became sick after attending school biology camp. Clara has type 1 Diabetes and is attending the GP’s clinic with a 24-hour history of fever, nausea and vomiting. The school reported that several students on the camp have also been sick with ‘Gastroenteritis’. Her mum Kylie is very anxious and tells the nurse that she is not sure if Clara was taking her insulin at camp as she feels self-conscious around her peers. She said her daughter has not been eating or drinking much and has noticed she is very lethargic. |
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CASE SCENARIO TOPIC 3: Shaun |
| Shaun is an 86-year-old male, with type 2 diabetes and he has foot ulcers. Shaun has had a long history with resistant to heal diabetic ulcers on his feet caused through shoe trauma. On discharge the infection had abated however the foot ulcers had not healed. When taking down his dressings today, the visiting wound care nurse noted a pungent odour, his foot ulcers were visibly deteriorating with bright green exudate and large amounts of slough in the base of his ulcers. His wound margins were inflamed and his skin surrounding the ulcers is red and hot. Shaun has also been losing weight, a total of 6kg in 3 weeks. He has not been feeling like eating much recently, and the visiting nurse is concerned about him becoming depressed. |
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CASE SCENARIO TOPIC 4: Belle |
| Belle is a 76-year-old female who has recently been settled in a residential aged care facility following the recent death of her husband who was her carer following her stroke 12 months ago. When visiting Belle, her daughter noticed she was disoriented at times with an increase in general confusion. Belle has (L) hemiplegia and usually manages with a walker, but her daughter notes that she is increasingly unsteady when trying to mobilise. The staff report Belle is agitated and slightly aggressive over the past 2 days, and she is having episodes of delirium. |
NUR2101 Assessment Task Marking rubric
| Criteria 1 | 10-8.5 | 8.4-7.5 | 7.4-6.5 | 6.0-4-5 | 4.0-0 | ||||||
| Explanation of patient’s health condition |
Explicitly and succinctly considers all aspects of the patient’s health condition and correctly identifies presenting and chronic condition. Highly accurate explanation of underlying pathophysiology and symptomatology that is strongly linked to the patient’s situation. |
Explicitly identifies and describes most aspects of the patient’s health condition. Correctly identifies presenting and chronic condition. Explicitly explains the underlying pathophysiology and symptomatology is accurate, with only minor errors, omissions or lapses in links to the patient’s situation. |
Identifies and describes some aspects of the patient’s condition. Correctly identifies presenting and chronic condition. Explanation of the pathophysiology and symptomatology is mostly accurate with one or two instances where there needed to be greater links made to the patient’s situation. |
Identifies the patient’s health condition. Correctly identifies presenting or chronic condition Identifies the pathophysiology and symptomatology of the patient’s health condition and includes a limited explanation of these. |
No or limited identification of the patient’s health condition and/or misidentifies the presenting or chronic condition. No or limited identification or explanation of pathophysiology and symptomatology and not linked to the patient’s situation. |
/10 | |||||
| Criteria 2 | 10-8.5 | 8.4-7.5 | 7.4-6.5 | 6.0-4-5 | 4.0-0 | ||||||
| Interpretation of patient’s condition |
Diagnostic and ongoing tests are correctly identified, comprehensive and relate to both the presenting and chronic conditions. Complications/ exacerbations of the chronic condition are correctly identified and related to the scenario patient where relevant. |
Diagnostic and ongoing tests are correctly identified and relate to both the presenting and chronic conditions. Complications/ exacerbations of the chronic condition are correctly identified and described. |
Diagnostic and ongoing tests are identified, and relate to the patient’s condition but response is not comprehensive. Complications/ exacerbations of the chronic condition are correctly identified but not well explained. |
Diagnostic and/or ongoing tests are identified, and relevant but only consider to some but not all aspects of the patient’s condition. Complications/ exacerbations of the chronic condition are identified but links are not clear and explanation lacks detail. |
No, limited, or incorrect identification of diagnostic or ongoing tests. Complications/ exacerbations of the chronic condition are not identified or are incorrect. |
/10 | |||||
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| Subject | Nursing | Pages | 7 | Style | APA |
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Answer
Nursing Case Assessment Supplementary Paper
Part A: Case Analysis
Introduction
Diseases and illnesses that take up to a year and over of ongoing medical attention that limit an individual's daily living are termed as chronic diseases. These diseases can lead to disability or death as an extreme result. Meanwhile, a presenting condition is a physical symptom evident through physical examination evident of an extreme systemic illness that a patient suffers from (CDC, 2019). The assessment paper follows diabetes type 2, also known as diabetes mellitus, as a chronic disease. The assessment also focuses on foot ulceration as a presenting condition for the patient in the case study question. Diabetes mellitus is a chronic illness that has presenting conditions such as foot ulceration that can lead to disability of the patient; therefore, a concise diagnosis, testing, and understanding of psychosocial, cultural, and health literacy considerations should be explained to understand the illness better.
Patient History
Shaun, as an 86-year-old male, has type 2 diabetes with foot ulcers manifesting. Shaun has a long history of resistance to the ulcers caused by shoe trauma. The infection's non-healing factor leads to an increased odor, characterized by bright green oozes coming from the ulcers' lesions. Shaun has lost his appetite in the last few weeks and has lost six kilograms in three weeks. Shaun has increasingly become depressed as well.
Pathophysiology and Symptomatology
Pathophysiology
Diabetes mellitus is characterized by the continued resistance of an individual's body to produce insulin. Insulin is paramount in the body in helping control and regulates blood sugar so that an individual can get the energy for routine activities (Skyler et al., 2016). Therefore, when the body becomes resistant to insulin, it leads to blood glucose rising in people. Consequently, impaired blood sugar results in the decline of the β-cell function, and eventually failure of the β-cell. The β-cell is responsible for the production of insulin in the body. The β-cells are found in the pancreas. The pancreas produces enzymes and hormones responsible for breaking down sugars, fats, and starches during digestion (Skyler et al., 2016). Amongst these hormones is insulin produced in the β-cells located in the pancreatic islets. Eventually, declining and ultimate shutting down of β-cells in the body leads to decreased insulin production, leading to the rise in diabetes type 2.
Symptomatology
With unknown contributing factors to the β-cells deterioration, diabetes type 2 can go for a long time without being detected. When it finally manifests, the illness is characterized by symptoms that include increased thirst in individuals, frequent trips to the bathroom with constant urination, increased hunger, blurred vision, areas of darkened skin, and constant headaches (Cleveland Clinic, 2018).As the disease manifests over time, diabetes type 2 presents conditions like loss of appetite, slow healing lesions and sores, overweight and underweight problems in some, and extreme conditions such as foot ulceration characterized by foot odor oozing the foot ulcers will manifest.
Interpretation of Patient Information
Diagnosis and Testing
Diagnosis of diabetes type 2 includes measuring blood sugar to determine if an individual's sugar levels are within the normal levels or above or below the required levels. Besides the blood sugar test, a physical examination must determine if one suffers from diabetes type 2.
The desired test for measuring blood sugar is the glycated hemoglobin (A1C) test. The A1C test is preferred as it indicates an individual's sugar levels in question for a period between two to three months (Mayo Clinic, 2019). Therefore, a person with regular blood sugar will have levels below 5.7%. Individuals with blood glucose levels between 5.7 and 6.4 % are considered pre-diabetics. An individual with diabetes type 2 will have glucose levels measuring between 6.5% and higher.
The physical examination of diabetes mellitus includes a vital signs examination, funduscopic examination, and a foot assessment. The vital signs examination includes checking for body temperature of the patient, weight, waist and hip circumference, and patient's height (Khardori, 2020). The vital sign examination also includes blood pressure checks. These vital sign examinations are essential in determining the body mass index (BMI) of an individual. This is paramount is comparing the results of the test with normal values and ranges of an average individual and determining if a patient is obese. These two tests are vital in ensuring that the patient in question has existing symptoms and vital signs of diabetes type 2. Because of the delay that it takes for the disease to manifest in an individual, certain chronic complications may occur during the disease's detection in an individual.
Complications
The primary complications associated with diabetes type 2 manifesting in later life stages are retinopathy and foot damage. There are many complications that manifest because of the late detecgtion of diabtes type 2, but of these, foot damage and retinopathy are considered major chronic complications that affect an individual’s body.
The late manifestation of diabetes mellitus results in nerve damage, known as diabetic neuropathy. Diabetic neuropathy starts as a tingling, sharp pain sensation making one losing feeling in their feet. The lost feeling results in incurred injuries that one does not feel like lesions, cuts, and blisters (NIDDK, 2017). Resultantly, a patient becomes oblivious of any infections that may take place in the feet. These infections increase, causing further damage in the feet through wearing regular shoes that may squeeze the feet. Squeezing feet with lesions and cuts will increase the chances of infections resulting in foot ulcers. Foot ulceration is aggravated by the presence of odor and oozing of pus from the ulcers. Diabetes will increase the chances of low blood circulation to the feet, leading to gangrene, redness, foot swelling, and infection of the bones around the feet. As a lasting result, patients with this level of infection will have amputations to stop the infection's spread to the foot.
Diabetic retinopathy is another chronic complication of diabetes mellitus. Diabetes is known to interfere with the body's storage and use of sugar in the form of glucose; therefore, blood sugar is high circulating all around the body, reaching the eyes. The excess blood sugar caused by diabetes damages capillaries and other small blood vessels around the eye, especially around the retina (AOA, 2018). The damaged blood vessels expand their pores, leaking other body fluids around the eye, resulting in the retinal walls around the damaged capillaries swelling, causing an individual to have cloudy and blurry vision leading to visual impairment. The reason for blindness with long-term diabetes mellitus is diabetic retinopathy. The longer duration a person has this type of diabetes, the more the damage to his or her retina leading to blindness.
Psychosocial Developmental, Cultural and Health Literacy Considerations
Patients like Shaun with a long medical history of diabetes mellitus should have medical management strategies that promote an all-round treatment plan incorporating all aspects of patient treatment: the mental, physical, and emotional aspects of an individual. In Shaun's case, it is reported that he has gone into a depression that has affected his eating habits because of his increased impairment in walking, recording a six-kilogram weight loss in three weeks.
Considering this, treatment regimens that include all aspects for patients with diabetes, like Shaun, are essential in his well-being. Therefore, self-care strategies should address his psychosocial factors contributing to his depression (Young-Hyman et al., 2016). Health literacy will be promoted when such issues are addressed, preventing further health deterioration. Moreover, monitoring complications on the onset will improve significantly in the treatment regimens issued out for Shaun. The hospital's journey puts a strain on Shaun's feet, especially with the growing infected foot ulcers; therefore, finding better living arrangements will decrease his commute to the hospital, encouraging his recovery. Ultimately, understanding and working on better conditions for Shaun will improve his overall health as he continues with diabetic medication.
Nursing, Phamacological, and Self-Management Priorities
Nursing management priorities for the diabetic mellitus patient includes advising the patient on diet control. This helps the nurse advise the patient on the importance of eating healthy foods by following a dietary program that is essential in weight management. The nurse also should advice the patient on the importance of regular exercise and ways of monitoring blood gluscose (Lamar University, 2016). In addition, nurses offer the debridement process to help in treating the foot ulcers. The nurse does this process through trimming away of diseased tissue to prevent it from causing any infection on nearby skin and the rest of the foot (Khan, 2019). The nurse then applies proper dressing to the foot and advises the patient on specialized foot wear to relieve pressure and starin around the ulcerated foot.
Pharmacological interventions for patients with diabetes mellitus include the prescription of insulin inducing medication and patients using an insulin pin. Insulin inducing medication includes the use of metformin. Metformin works by lowering glucose production in the liver, increasing the body's sensitivity to insulin production. This is effective in glucose regulation in the body. Alternatively, patients are asked to use the insulin pin where the patient directly injects insulin to the body to help with blood glucose in the body (Khardori, 2020). Foot ulcer management involves the debridement process with an additional use of antibiotics to help with healing and infection control (Khan, 2019). In extreme cases, surgical intervention is used to help alleviate the soft tissue infection beneath the ulcers.
Self – management priorities for diabetic patients involves lifestyle modifications. These modifications include the maintence of blood glucose level, following a healthy diet, and regular exercising. Lifestyle modification is important in regulating blood glucose that helpsin monitoring the patinet’s weight and ensuring that the patient has a regular diet that promotes better living (Lamar University, 2016). Regular exercises help in proper blood circulation and increased metabolism of blood glucose. Regarding the foot ulcers, patients are supposed to managed them from home through keeping the ulcers dry and clean. After this is done, the patient should apply topical ointments on the wounds caused by the ulcers (Advanced Tissue, 2016). The patient should also apply fresh dressing on the wounds to prevent further infection. In addition the patient should avoid excess walking on the ulcerated foot to reduce strain on the foot. Recommendations
Nurses attempting to help patients in diabetic care should include self-management skills, prevention, and pharmacological strategies that allow for better patient care. Self–management skills that encompass prevention techniques include advising patients to exercise regularly, working on a balanced diet that promotes nutrient- available foods for patients, and monitoring blood sugar levels from home using diabetic home kits(Mayo Clinic, 2019). Moreover, presenting conditions such as foot ulcerations would be taken care of at home through proper dressing, applying antifungal powder and antibiotic washes of feet each morning and evening, and advising patients to buy orthopedic shoes fit for helping with neuropathic issues in the feet. These self-management skills will help the patient ensure that they are well equipped in ways of preventative care at the comfort of their homes(Khardori, 2020). Pharmacological strategies include nurses equipping patients with insulin pens. As the body does not produce insulin, equipping, and teaching patients how to use insulin pins in high blood sugar cases will help control blood sugar patients.
Conclusion
Because of its late detection, diabetes type 2 is considered a chronic illness that comes with complications including retinopathy and foot damage that may result in amputation as an extreme side of diabetic neuropathy mixed with infections on a patient's feet. Therefore, understanding the symptomatology and pathophysiology helps in the proper early diagnosis of the illness. Early detection helps implement preventative, pharmacological, and self-care treatment strategies that prevent further patient health deterioration by addressing issues that may lead to psychosocial issues such as depression. The earlier such a chronic illness is detected, the better it is for the patient's overall treatment and recovery.
Part B: Patient Information Resources
Also called diabetes mellitus, diabetes type 2 is an illness that affects an individual's body by a person having too much blood sugar in their bloodstream. This is because diabetes mellitus is characterized by the continued resistance of an individual's body to produce insulin. Insulin is a hormone produced in the β-cells located in the pancreas of an. Insulin is essential in the body as it is responsible for helping control and regulates blood sugar so that an individual can get the energy for routine activities. Therefore, when the body does not control the blood sugar, there is an excess in blood sugar leading to diabetes type 2 as an illness.
The onset of diabetes mellitus is characterized by increased thirst in individuals, frequent trips to the bathroom with constant urination, increased hunger, blurred vision, darkened skin areas, and constant headaches. As the disease manifests over time, diabetes type 2 presents conditions like loss of appetite, slow healing lesions and sores, overweight issues leading to obesity or underweight problems in others because of loss of appetite.
Early detection of diabetes type 2 necessitates pharmacological therapies that include drugs in charge of blood sugar control. These drugs are essential in preventing long-term complications that may result from untreated and undetected diabetes. In the form of metformin, glucose is prescribed to diabetic type 2 patients to help lower glucose production in the liver, increasing the body's sensitivity to insulin production. Sulfonylureas like Glucotrolare medications administered to patients to help in the body's secretion of insulin. Meglitinides like Starlix are essential medications offered to type 2 diabetic patients to help in more insulin secretion. DPP-4 inhibitor medication is essential in reducing blood sugar levels. Of all these, the most effective method of pharmacological intervention is insulin therapy. Insulin therapy uses insulin pins by injecting oneself insulin straight to help fast-tracking the insulin necessary in the body.
To help in managing diabetes mellitus, preventative, and self-care interventions are necessary. Lifestyle skills include changing one's diet to fit nutrient-rich and low sugar foods to help in having a balanced diet that promotes energy-rich foods for the body to perform routine tasks
n John 10:35, John 13: 18, and Matt. 5:17[2].
Regular physical activity and exercise will help maintain weight gains due to excess sugar in the bloodstream. Pharmacological interventions include constant monitoring of blood sugar levels from the comfort of one's home using home-based glucometers and diabetic kits.Self-injecting insulin shots are significant in promoting self-care in cases of insulin deficiency.
References
Image 1 showing how to measure glucose levels using a home-based glucometer (Image retrieved from https://www.google.com/search?q=+diabetes+mellitus+&tbm=isch&ved=2ahUKEwi5qpTq9bntAhXHwYUKHS6MBBoQ2-cCegQIABAA#imgrc=KoYT6Xdke9Y03M)
Image 2 showing a patient self-injecting insulin injection (image retrieved fromhttps://www.google.com/imgres?imgurl=https%3A%2F%2Fwww.euroimmunblog.de%2Fwp-content%2Fuploads%2F2016%2F03%2FDiabetes-patient.jpg&imgrefurl=https%3A%2F%2Fwww.euroimmunblog.com%2Fdiabetes-mellitus-in-focus-of-world-health-day-2016%2F&tbnid=0olRSQr5YgTqPM&vet=12ahUKEwjD0vue9rntAhUElBoKHe6bCHYQMygNegUIARDvAQ..i&docid=yLS2kugXSIHfsM&w=745&h=428&q=%20diabetes%20mellitus%20&ved=2ahUKEwjD0vue9rntAhUElBoKHe6bCHYQMygNegUIARDvAQ )
In conclusion, the detection of diabetes mellitus should be done early enough to avoid complications like foot damage that may result in amputation or retinopathy that may lead to blindness in cases. Therefore, through proper management, diabetes mellitus can be easily detected and prevented through proper life skills and life changes that necessitate healthy eating.
The link below provides information that first-time diabetics need to be aware of after diagnosing a patient with diabetes (UnityPoint Health, 2015). The video provides information on the basics of diabetic care and insulin preparation for newly diagnosed individuals with diabetes type 2.
https://www.youtube.com/watch?v=hvrgPvuR61k&ab_channel=UnityPointHealth-CedarRapids
References
Advanced Tissue. (2016, December 15). How to Treat Common Diabetic Foot Ulcer Symptoms. Advanced Tissue. https://advancedtissue.com/2016/12/how-to-treat-common-diabetic-foot-ulcer-symptoms/
AOA. (2018, November 23). Diabetic Retinopathy. Www.Aoa.org. https://www.aoa.org/healthy-eyes/eye-and-vision-conditions/diabetic-retinopathy?sso=y
CDC. (2019). About Chronic Diseases. Centers for Disease Control and Prevention. https://www.cdc.gov/chronicdisease/about/index.htm
Cleveland Clinic. (2018, October 2). Diabetes Mellitus: An Overview | Cleveland Clinic. Cleveland Clinic. https://my.clevelandclinic.org/health/diseases/7104-diabetes-mellitus-an-overview
Khan, T. (2019, November 12). Diabetic Ulcers Treatment & Management: Approach Considerations, Management of Systemic and Local Factors, Wound and Foot Care. Medscape.com. https://emedicine.medscape.com/article/460282-treatment
Khardori, R. (2020, October 7). Type 2 Diabetes Mellitus Clinical Presentation: History, Physical Examination. Emedicine.Medscape.com. https://emedicine.medscape.com/article/117853-clinical
Lamar University. (2016, September 22). How Can Nurses Help Diabetes Patients? Lamar University. https://degree.lamar.edu/articles/nursing/how-can-nurses-help-diabetes-patients/
Mayo Clinic. (2019, March 25). Type 2 diabetes - Diagnosis and treatment - Mayo Clinic. Mayoclinic.org. https://www.mayoclinic.org/diseases-conditions/type-2-diabetes/diagnosis-treatment/drc-20351199
NIDDK. (2017, January 26). Diabetes and Foot Problems | NIDDK. National Institute of Diabetes and Digestive and Kidney Diseases. https://www.niddk.nih.gov/health-information/diabetes/overview/preventing-problems/foot-problems#:~:text=Over%20time%2C%20diabetes%20may%20cause
Skyler, J. S., Bakris, G. L., Bonifacio, E., Darsow, T., Eckel, R. H., Groop, L., Groop, P.-H., Handelsman, Y., Insel, R. A., Mathieu, C., McElvaine, A. T., Palmer, J. P., Pugliese, A., Schatz, D. A., Sosenko, J. M., Wilding, J. P. H., & Ratner, R. E. (2016). Differentiation of Diabetes by Pathophysiology, Natural History, and Prognosis. Diabetes, 66(2), 241–255. https://doi.org/10.2337/db16-0806
UnityPoint Health. (2015, May 21). Diabetes and You - Diabetes Education for Newly Diagnosed Patients - YouTube. Www.Youtube.com. https://www.youtube.com/watch?v=hvrgPvuR61k&ab_channel=UnityPointHealth-CedarRapids
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