as a family nurse practitioner you have a newly diagnosed diabetic 16 year old female in your clinic

/in /by

  • Write substantive response of 200 words to the question below and include in-text citation. APA format.
  • References and citations should conform to the APA 6th edition.

You have a newly diagnosed diabetic 16-year-old female in your clinic. Describe a teaching plan for this client. How will your plan differ from an adult plan, give your rationale with documentation in APA format? How will you incorporate the family in your plan, give rationale with documentation? What other professionals will you include in the plan, give your rationale with documentation in APA format? How will you address her participation on the basketball team at school, give rationale and documentation?

Part B.

Respond to other student’s responses with substantive comments. Substantive comments add to the discussion and provide your fellow students with information that will enhance the learning environment.The postings should be at least one paragraph (approximately 100 words) and include references.

Brooke’s Response

When educating teenagers, I think the best method is to provide small bits of important information in a way that is easy for them to comprehend. Presenting materials that requires them to research information or flooding them with medical terminology will not help their understanding. The diagnosis of a chronic illness is tough to accept at any age. In the teenage years, anger and rebellion are sometimes seen prior to the diagnosis of diabetes. Keeping this in mind, the medical professional should schedule short bursts of information and be available to answer questions readily. This way the teen can process the information independently and start to compile it in a safe step-wise manner with the professional’s assistance as the patient feels it is necessary. This lends a sense of control to the teen, something desperately sought after.

Diabetes affects the entire family. It effects meal times, family budgets, and decisions about how the family lives. As such, incorporating the family into the diabetic teaching plan is essential. Assisting the parents to help the teen become autonomous should be a key goal. This may be difficult for parents who see the patient as a “sick child.” Ensuring communication pathways are working properly are of high importance as well. Teens are notorious for being risk takers. Diabetic teens may take risks which can be life threatening. Communicating with their family is essential to help prevent incidents in which the teen skips insulin, binges on alcohol, or partakes in other risky behaviors (Wysocki, 2002).

Diabetes education needs to incorporate a variety of individuals. This include coaches and school instructors. Any individual who is an important part of the teen’s life needs to have at least a basic understanding of the disease as well as the warning signs of hypoglycemia and hyperglycemia.

Exercise is an important part of staying healthy and managing diabetes. It is important that teenage diabetics understand the importance exercise plays in managing their disease. That being said, special considerations need to be made when engaging in vigorous activity. Teens need to be taught that exercise can enhance health, help manage weight, help insulin effectiveness, and improve self-esteem. Exercising should be done safely. Diabetics of all ages need to prepare for hypoglycemic events by alerting those around them of their illness and carrying snacks and water with them while exercising. The medical professional should also encourage the patient to take breaks frequently and review the signs of hypoglycemia and hyperglycemia (“Sports, Exercise, and Diabetes”, 2016).

References

Sports, Exercise, and Diabetes. (2016). Kidshealth.org. Retrieved 20 August 2018, from

http://kidshealth.org/en/teens/sports-diabetes.html#

Wysocki, T. (2002). Parents, Teens, and Diabetes. Diabetes Spectrum, 15(1), 6-8.

http://dx.doi.org/10.2337/diaspect.15.1.6

Hollie’s Response

According to Wiley et al., (2014), “diabetes education is a complex clinical intervention that provides the person with the knowledge and skills needed to perform diabetes self-care and make lifestyle changes to successfully manage the disease” (p. 300). For a teenager, an additional role of managing diabetes can be a complicated task and requires the help of family members, especially early in the diagnosis. When educating the teenage patient about diabetes, it is first essential that she understands the disease. Due to the rebellious nature of teenagers, it is advised to not enhance the restrictive nature of the disease (Cameron, 2006). Physical risk taking, binge drinking, recreational drug use, and unplanned sexual activity are all events that can cause significant issues with adolescent diabetic patients; however, using scare tactics with these patients can encourage rebellious acts and put the child in harm’s way (Cameron, 2006). Instead, a health care professional should provide support, education on controlling the disease, encourage family support, and praise any and all improvements the patient makes in controlling diabetes (Cameron, 2006).

The family should be present when education on diabetes is provided (Cameron, 2006). Parents or guardians should understand the disease and be knowledgeable on the adolescent’s extensive needs. Education on how to monitor blood glucose levels, how often to monitor blood glucose levels, how to count carbohydrates, how to dose insulin, how to inject insulin, and how to correct low blood glucose levels are extremely important concepts for both the patient and family to understand (Wiley et al., 2014). Both the patient and family should also be educated on symptoms of hypoglycemia, hyperglycemia, and diabetic ketoacidosis. All should be aware on when emergent treatment is required. Family should also understand the parts of the adolescent’s care team, who may include: a pediatric endocrinologist, a diabetic educator, a dietitian, and/or a general practice physician (Wiley et al., 2014). The family and patient should expect to interact with this health care team at regular intervals throughout the teenager’s journey with diabetes (Wiley et al., 2014).

Cameron (2006) states: “participation in sporting activity for adolescents with diabetes is desirable for a number of reasons including positive impact upon self-esteem and mental health, potential benefits to metabolic control, and prevention of excessive weight gain” (p. 388). The largest concern with participation in sports is managing blood glucose levels. Short bursts of anaerobic activity can contribute to hyperglycemia, whereas long aerobic exercises can cause hypoglycemia (Cameron, 2006). The teenager should work directly with her care team to create a plan for managing her diabetes during sports practices and events (Cameron, 2006).

References

Cameron, F. (2006). Teenagers with diabetes: Management challenges. Australian Family Physician, 35(6), 386-390. Retrieved from https://www.racgp.org.au/afpbackissues/2006/200606…

Wiley, J., Westbrook, M., Long, J., Greenfield, J. R., Day, R. O., & Braithwaite, J. (2014). Diabetes education: The experiences of young adults with type 1 diabetes. Diabetes Therapy, 5(1), 299–321. http://doi.org/10.1007/s13300-014-0056-0

 
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