Diabetes Mellitus (DM): A Long-Lasting Chronic Metabolic Dis ✓ Solved

Diabetes Mellitus Dm Is A Long Lasting Chronic Metabolic Disorder

Diabetes mellitus (DM) is a long-lasting chronic metabolic disorder characterized by elevated blood sugar, including increased blood pressure, body fat around the waist, and cholesterol level. As per the International Diabetes Federation (IDF), around between the ages of 20 to 79 years, 415 million adults had DM in 2015. DM is a major issue worldwide, and they estimate this number to go up to another 200 million by 2040. To avoid this problem, all patients with diabetes need to educate how to check blood sugar at home to avoid the DM complications. DM and lifestyle change, including physical exercise and a diabetes diet which is low fat, low calories, and naturally rich in nutrients.

Self-checking blood sugar at home is important for them. Regular screening for A1C and cholesterol levels is necessary in diabetes patients (Goyal, & Jialal 2018). Involving family and caregivers in diabetes management is important because family makes a big impact on DM patients to help in deciding to follow recommendations for medical treatment, and the ability to start and maintain changes in physical activity, diet, and exercise. What are the common barriers to evidence translation in addressing this problem? The most frequent barriers to the implementation of EBP lack of resources includes, lack of internet service at work to use, medical and nursing libraries, medical databases, and nursing eBooks, UpToDate to find the information for evidence-based practice.

Lack of time, shortage of nurses, management fails to provide support to nurses to use EBP, lack of leadership direction, and organizational support for EBP. Lack of equipment and in-service training, and lack of continued education for evidence-based practice and also lack of teaching strategies (White et al., 2016). What strategies might you adopt to be aware of new evidence? Encourage unit staff and management leaders to take part in the EBP committee for updates including the chief nurse executive (CNE), to create an environment to implement evidence-based practice. Choose the model for assuring that the EBP team has appropriate knowledge and skills considering a change in practice (Dang and Dearholt, 2018).

Use good teaching strategies for EBP knowledge and skills including, free internet access at work, interactive lectures, clinical practicum projects, small group work, journal clubs for nurses, reading quizzes for nurses, clinical nurse PowerPoint presentations, post-clinical conferences, and workshops for free of cost for nurses. At work create a learning environment. Keep teaching strategies simple so staff can enjoy learning and make EBP a natural part of the academic culture. Increase awareness and understanding in new graduate nurses for EBP to stay updated on new protocols. Studies show oral presentations of students’ research found in hospital and outpatient settings as an important part of the teaching and learning method (Horntvedt, 2018).

How will you determine which evidence to implement? Step 1: Ask clinical questions using the PICOT formula. Identification of a clinical issue or practice in question using the model. P – Patient problems, I – Intervention, medication, education, treatment, and diagnostic tests. C – Compared to other treatment O – Outcome, consequence Step 2: Searching for the best evidence to use in practice to make effective and justifiable decisions. Evidence should have been obtained from credible research sources and peer-reviewed ranked based on strength using a standardized obtained from scientific research. Step 3: Critically appraising the evidence, and proven by scientific methods evidence for delivering safe, effective, patient-centered health care to a specific population. Step 4: Addressing the enough to meet the need for evidence: to apply or not to apply Step 5: Evaluate the outcomes of the decision of evidence (White et al., 2016).

How will you ensure continuation or sustainability of the change? Methods to help sustain improvement include assessing ability, process performance boards to visually track staff, setting standard work, and daily huddle improvement. Process control and performance boards are changing the way of institutional strategies to communicate improvement results to employees and management. To attain sustainable change, organizations will start new ways of working rather than adding something on to routine work including training for new staff, reviewing the staff monthly performance, focusing on the small things rather than major issues, daily huddles to discuss problems and improvements. Daily 15 minutes huddles not only solve the frontline staff problems daily but also help to engage unit staff members and a culture of improvement (Silver et al., 2016).

Paper For Above Instructions

Diabetes Mellitus (DM) remains one of the most significant global health challenges of our time, presenting a chronic metabolic disorder accompanied by serious long-term health complications (International Diabetes Federation, 2021). The staggering statistics indicating that 415 million adults were living with DM as of 2015, with projections suggesting a rise up to 634 million by 2040, paint a concerning picture. Such figures necessitate immediate attention and strategic initiatives to manage and mitigate this chronic condition effectively.

The importance of educating DM patients on self-management practices, such as home blood sugar monitoring, cannot be overstated. Regular monitoring aids individuals in understanding their condition better and plays a vital role in preventing complications such as heart disease, neuropathy, and kidney damage (Goyal & Jialal, 2018). Alongside regular monitoring, making informed lifestyle choices, particularly modifications in diet and physical activity, contribute significantly to the management of DM. A diet rich in nutrients, coupled with regular exercise, can improve insulin sensitivity and aid in maintaining optimal blood sugar levels.

However, a myriad of barriers exists that impede the effective translation of evidence-based practices (EBP) in diabetes management. These barriers often include a lack of resources, such as inadequate internet access and insufficient medical literature support (White et al., 2016). Moreover, organizational factors such as time constraints, understaffing, and inadequate leadership support can hinder nurses’ ability to implement evidence-based practices effectively. Providing education and training to both clinical staff and management regarding EBP is imperative to overcome these challenges. Strategies such as engaging nurse leaders in EBP committees and creating more robust support systems can foster a culture of continual improvement (Dang & Dearholt, 2018).

Further, it is crucial to promote an educational environment where EBP becomes integral to nursing practice. This can be achieved through various teaching strategies that facilitate continuous learning and professional development. Interactive lectures, journal clubs, and clinical workshops provide platforms for nurses to engage with the latest research and enhance their skills in applying EBP in clinical situations, which ultimately translates to better patient care (Horntvedt, 2018). Such initiatives also encourage new graduate nurses to adopt EBP early in their careers, fostering a mindset of lifelong learning and adaptability.

Determining which evidence to implement is fundamental to improving diabetes management. Utilizing the PICOT formula can provide a structured approach to formulating clinical questions and sourcing the best available evidence (White et al., 2016). Following systematic steps—from asking pertinent questions to critically appraising the available literature—ensures that health care professionals can make informed and justified clinical decisions that meet the unique needs of their patient populations.

Eventually, ensuring the sustainability of these changes is paramount for achieving long-term improvements in diabetes management. With initiatives such as continuous staff education, regular performance assessments, and daily huddles for problem-solving, organizations can establish a culture that prioritizes patient safety and quality of care (Silver et al., 2016). By focusing on small, manageable improvements rather than overwhelming transformations, health care institutions can effectively foster an environment conducive to ongoing development and effective diabetes care.

References

• Dang, D. & Dearholt, S. (2018). Chapter 9: Creating a Supportive EBP Environment. In Translation of evidence into nursing and health care (2nd ed.). Springer Publishing Company.
• Goyal, R. & Jialal, I. (2018). Diabetes Mellitus Type 2. In StatPearls. StatPearls Publishing.
• Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Medical Education, 18(1), 1-11.
• International Diabetes Federation. (2021). IDF Diabetes Atlas: 10th Edition. Brussels, Belgium: IDF.
• Silver, S. A., McQuillan, R., Harel, Z., Weizman, A. V., Thomas, A., Nesrallah, G., ... & Chertow, G. M. (2016). How to sustain change and support continuous quality improvement. Clinical Journal of the American Society of Nephrology, 11(5).
• White, K. M., Dudley-Brown, S., & Terhaar, M. F. (2016). Translation of evidence into nursing and health care (2nd ed.). Springer Publishing Company.