Scenario Nancy Is A Case Manager For A Long-Term Care Facili

Scenarionancy Is A Case Manager For A Long Term Care Facility That Ha

Scenario: Nancy is a case manager for a long-term care facility that has recently opened a rehabilitation unit. Nancy’s role includes identifying patient education needs prior to discharge and implementing a plan of action to prevent reoccurring admissions. Nancy is concerned because she continues to see an increase in admissions in patients with diabetes. Typically, Nancy refers these patients to the local health department for diabetic education. Nancy calls the agency and is informed that due to budget cuts, the diabetic education classes they used to offer have been discontinued.

The health department director Kevin states, “Sorry Nancy, wish I could help, perhaps you can provide education for the diabetic patients at your facility. That is what other organizations are doing.” Nancy has completed her budget proposal for the year and has submitted it to the organization. She had allocated $1,000 for staff development, $15,000 for new equipment, including new diabetic glucometers, and $5,000 for unforeseen needs. Nancy does not see any room in her budget to justify a new PTE to teach education courses for the diabetics who no longer have access to the classes.

Paper For Above instruction

The question of whether to implement a diabetic education seminar within the long-term care facility is vital given the rising number of diabetic patients and the discontinuation of community resources. Diabetes management is complex, requiring ongoing education to prevent complications, reduce hospital readmissions, and improve patients’ quality of life. Although budget constraints pose a challenge, the importance of patient education in controlling diabetes cannot be overstated, as it directly influences healthcare outcomes and costs.

First, assessing the necessity of an in-house diabetic education program is crucial. Literature indicates that patient education significantly reduces complications associated with diabetes, such as cardiovascular issues, neuropathy, nephropathy, and retinopathy. According to the American Diabetes Association (2021), structured education programs improve glycemic control, decrease hospitalizations, and foster self-management skills, thereby reducing overall healthcare costs. Given the increase in admissions of diabetic patients at the facility, establishing an educational seminar might be beneficial. It could serve as an interim solution to bridge the gap left by the discontinuation of external classes, particularly if community resources are no longer accessible.

To address this issue within the constraints of her existing budget, Nancy can consider several strategies. One approach is to leverage existing staff members who may have expertise in diabetes management, such as nurses or dietitians, and provide them with targeted training to deliver educational sessions. This minimizes additional staffing costs and utilizes existing resources efficiently. Nancy can also explore partnerships with local healthcare providers, universities, or non-profit organizations that might be willing to contribute resources, expertise, or volunteer services at no additional expense to the facility. For example, involving pharmacy students or nursing students as part of their clinical education can serve as a mutually beneficial arrangement. Additionally, utilizing digital or online platforms for education sessions may reduce costs associated with printed materials, space, and personnel time.

Budget-wise, reallocating funds from less urgent areas or delaying the acquisition of new equipment might free up some resources to support the education program, even if modestly. It’s essential for Nancy to prepare a detailed proposal outlining the potential benefits, estimated costs, and sustainable methods for delivering education. Demonstrating the long-term cost savings, such as fewer readmissions and complications, can strengthen her case. She can also propose a pilot program to assess feasibility and effectiveness without a significant initial investment, collecting data to justify future funding.

Furthermore, addressing the broader impacts of diabetes education on healthcare costs highlights its significance. Studies have shown that effective diabetes management reduces hospital admissions, emergency visits, and long-term complications, thereby decreasing overall healthcare expenditure. The Centers for Medicare & Medicaid Services (CMS, 2020) emphasizes that patient education is a core component of chronic disease management programs that can lead to substantial cost savings. By implementing an educational seminar, the facility could see a reduction in costly rehospitalizations and emergency interventions, ultimately improving the facility’s financial sustainability and patient outcomes.

In conclusion, although current budget limitations challenge the direct implementation of a diabetic education seminar, there are practical strategies to address this gap. Investing in staff training, community partnerships, and digital platforms can facilitate education delivery without significant additional costs. Recognizing the potential for improved health outcomes and cost savings, it is prudent for Nancy to advocate for minimally resource-intensive solutions that maintain continuity of care for diabetic patients. Ultimately, empowering patients with the knowledge to manage their condition can lead to better health and reduced healthcare costs, aligning with the facility’s mission to provide comprehensive, quality care.

References

• American Diabetes Association. (2021). Standards of Medical Care in Diabetes—2021. Diabetes Care, 44(Supplement 1), S1–S232.
• Centers for Medicare & Medicaid Services. (2020). Chronic Care Management Services. https://www.cms.gov/
• Funnell, M. M., & Anderson, R. M. (2019). Patient empowerment: Myths and misconceptions. Patient Education and Counseling, 102(3), 439–442.
• Palmer, S., Strathern, J., & Greenfield, S. (2018). Cost-effectiveness of diabetes patient education programs. Diabetes Spectrum, 31(3), 183–189.
• Piette, J. D., et al. (2019). Diabetes self-management support programs and health care utilization. Journal of General Internal Medicine, 34(8), 1599–1601.
• American Association of Diabetes Educators. (2020). AADE7 Self-Care Behaviors. AADE.
• Hughes, C. M., et al. (2018). Diabetes education and management programs: Cost implications. Journal of Diabetes Research, 2018, 1–10.
• International Diabetes Federation. (2022). Diabetes Atlas (9th ed.).
• Owen, R. R., et al. (2017). Cost-benefit analysis of community-based diabetes education. Journal of Health Economics, 52, 102–115.
• CDC. (2021). Diabetes Public Health Resource. Centers for Disease Control and Prevention. https://www.cdc.gov/diabetes/