Read a selection of your colleagues’ responses and respond on two different days who selected a different type of diabetes than you did. Provide recommendations for alternative drug treatments and patient education strategies for treatment and management. 

                                                Main Post

 

Type 1 diabetes which is sometimes called juvenile or insulin-independent is when the pancreas produces little to no insulin. It can be seen as an autoimmune disease because the immune system mistakenly attacks the insulin-producing beta cells of the pancreas (Diabetes UK The Global Diabetes Community, 2019). Since these patients are not producing enough insulin, they are insulin-dependent for the rest of their lives, and most patients wear an insulin pump (Mayo Clinic, 2018).  Type 1 is normally diagnosed during pediatric years or people younger than the age of 30 (Diabetes UK The Global Diabetes Community, 2019).

Type 2 diabetes which is also called  adult-onset or non–insulin-dependent diabetes, is different from type 1 because in type 2 the body loses the ability to respond to insulin (Thompson & Romito, 2018). This causes the body to become insulin resistant because the body is not using insulin in the right way (Thompson & Romito, 2018). The pancreas soon becomes overworked and makes less insulin leading to insulin deficiency. Type 2 diabetes can be treated with insulin and medications, it can also be prevented if caught early and by lifestyle modifications such as in food, diet, and behaviors. Type 1 diabetes is not preventable (Diabetes UK The Global Diabetes Community, 2019).

Gestational diabetes (GDM) occurs during pregnancy. A hormone made by the placenta in the womb keeps the body from using insulin the way it should (Cedars-Sinai, 2019). Glucose builds up in the body and is not absorbed by cells leading to this disorder. GDM normally goes away after the birth of a baby. Women who are overweight are more prone to developing this disorder, and  their children are at an increased risk of developing type 2 diabetes (Cedars-Sinai, 2019). Making sure to get blood work done routinely, sticking to proper diet, exercise, medications, and insulin injections can control and prevent developing GDM (Cedars-Sinai, 2019).

I selected Aspart (Novolog) insulin pen as the drug of choice for GDM. To prepare this drug I would show the pregnant patient how to administer this drug. First, I would instruct the patient to check their blood sugar pre-meals. If the blood sugar is above 150, right before their meal then the patient should follow the range dose of insulin to give that is prescribed to the patient. If the patient plans of eating all of their food then the patient will be told to give the required dose 15 minutes before or after the meal (University of Iowa Hospitals & Clinics [UIHC], 2019). If the patient only eats half then wait till after the meal to administer insulin.

The patient will be told that in pregnancy the best place to administer insulin is in the abdomen because this is where insulin gets absorbed the fastest in the bloodstream (UIHC, 2019). It should be injected at least 2 inches away from the belly button. To use the pen I would instruct the patient to remove the cap of pen and clean with alcohol, apply needle, prime the pen by selecting 2 units making sure to see drops so you know its working right. After this, select the appropriate dose needed for the patient, point the pen towards the abdomen site and push down to inject (UIHC, 2019). The dietary considerations would consist of a balance of legumes, sweet potatoes, salmon, eggs, fruits, broccoli, green leafy vegetables, fish liver oil. Berries, whole wheat products, and lean cooked meats (Cedars-Sinai, 2019). The patient would be told to stay away from processed, sugary, and fried foods.

A short term effect that may not be talked about with GDM is the cost. On average women living with GDM spend up to two-thousand dollars more than women living without GDM (Xu et al., 2015). This is related to the cost of medications, frequent doctor visits, and symptoms of hyperglycemia that the patient experiences. This is why making sure to take insulin, following a proper diet, and exercise program can help decrease these cost and prevent developing type 2 diabetes in the long-term for patient and child. If the patient develops type 2 diabetes after pregnancy this can lead to obesity, stroke, and heart attack if not properly controlled  (Diabetes UK The Global Diabetes Community, 2019). It is clear that following and living a balanced diet regardless of the type of diabetes diagnosed with can help control, and prevent detrimental effects on the body and allow to live a satisfying life.

              

                                                    References

Cedars-Sinai. (2019). Gestational Diabetes. Retrieved from https://www.cedars-sinai.org/health-library/diseases-and-conditions/g/gestational-diabetes.html

Diabetes UK The Global Diabetes Community. (2019). Differences Between Type 1 and Type 2. Retrieved from https://www.diabetes.co.uk/difference-between-type1-and-type2-diabetes.html

Mayo Clinic. (2018). Type 1 Diabetes. Retrieved from https://www.mayoclinic.org/diseases-conditions/type-1-diabetes/symptoms-causes/syc-20353011

Thompson, E., & Romito, K. (2018). Diabetes: Differences Between Type 1 and 2. Retrieved from https://www.mottchildren.org/health-library/uq1217abc

University of Iowa Hospitals & Clinics. (2019). Insulin use during pregnancy. Retrieved from https://uihc.org/health-topics/insulin-use-during-pregnancy

Xu, T., Danielli, L., Yu, K., Ma, L., Silva Zolezzi, I., Detzel, P., & Fang, H. (2015). The short-term health and economic burden of gestational diabetes mellitus in China: a modelling study  []. BMJ Open, 7(12). Retrieved from https://bmjopen.bmj.com/content/7/12/e018893

Read Shackleton’s Way and Hellriegel & Slocum.

1. Chapter 3 from your reading in Hellriegel and Slocum- describe Ernest Shackleton’s Emotional Intelligence.

2. Chapter 7- Hellriegel and Slocum describe “Challenge”, performance, and goal setting. How would you describe the “goal difficulty” and “goal clarity’ established by Shackleton?

3. Chapter 8- Hellriegel and Slocum describe “the hardy personality”. How would you compare someone with a “hardy personality in your health care organization to Ernest?

3B- Did  Shackleton and his crew experience “workplace violence”. using the harm model, warning signs, triggering events- what did Shackleton do in reaction to, or prevention of workplace violence.

4. Chapter 9- Hellriegel and Slocum- what were the communication challenges on the endurance? What are the positive characteristics of communication among Shackleton’s crew.

5. Chapter 12- Hellriegel and Slocum- Identify “potential Team Dysfunctions” on the Endurance. How did Shackleton handle them?

6. Demonstrates interest, creativity, synthesis of material; demonstrates having read Shackleton’s way, relates it to work/life experience, relates it to readings in Hellriegel; additionally uses professional nursing articles 2013-2018 only outsides sources to back up or enhance statements, and applies the material to creatively problem solve in your workplace.

Citations/references/APA Style

1. Mastering Organization Behavior, 14.0

By: Cecily D Cooper, Don Hellriegel, and John W. Slocum Jr.

Published: may 2017 

Discipline: Management & Organization Textbooks

2. Morrell, M., & Capparell, S. 92001). Shackleton’s way. New York: Viking.

Intra- and Interdisciplinary Collaborative Practice

 

The Institute of Medicine (IOM) report The Future of Nursing: Leading Change, Advancing Health in this week’s Learning Resources indicates there are 3 million members of the nursing profession in the United States, composing the largest segment of health care workers. As the health care field continues to evolve, nurses with advanced degrees are likely to fulfill leadership roles and work collaboratively with other health care professionals to improve access to care and promote quality. The AACN and the IOM stress the importance of intra- and interprofessional collaboration.

In this week’s media presentation, “The Professional Role of the DNP Prepared Nurse,” Dr. Stanley, Dr. Stefan, and Dr. Beechinor discuss the value of intra- and interprofessional collaboration across the spectrum of health care delivery. Dr. Beechinor also speaks about the benefits of engaging in collaboration during a doctoral program, and how this can aid students as they prepare for new professional roles. The experts also discuss why collaboration is essential for nursing research.

 

To prepare:

  With information from the Learning Resources in mind, consider the value of intra- and interprofessional collaborative practice in professional practice and as you engage in your doctoral studies. What opportunities do you see for engaging in intra- and interprofessional collaborative practice?

 

By Wednesday 6/14/17, post 550 words essay in APA format with 3 references from the list below, that include the level one headings as numbered below:

Post  a cohesive response that addresses the following:

1)       Evaluate the value of intra- and interprofessional collaborative practice as a DNP prepared nurse and how it may impact your role.

2)       Provide at least two detailed examples to support your response.

 

 

 

Required Readings

 

Zaccagnini, M. E., & White, K. W. (2014). The doctor of nursing practice essentials: A new model for advanced practice nursing (2nd ed.). Sudbury, MA: Jones & Bartlett. [Vital Source e-reader]

[For DNP students ONLY]

Chapter 9, “Emerging Roles for the DNP”

  Multiple advanced nursing practice roles are discussed in this chapter, including nurse administrator, nurse entrepreneur, public and community health practitioner, and integrative health practitioner.

 

Institute of Medicine (IOM). (2010a). The future of nursing: Leading change, advancing health[Consensus report]. Washington, DC: National Academies Press. Retrieved from https://web.archive.org/web/20150211165201/http://iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx

  This link provides access to the complete IOM report (672 pages). You may read the report online or download a free PDF version.

 

 

  Institute of Medicine (IOM). (2010b). The future of nursing: Leading change, advancing health[Report brief]. Retrieved from https://web.archive.org/web/20150203150734/http://iom.edu/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Report%20Brief.pdf

  This IOM report highlights key messages regarding the future success of the nursing profession, with recommendations for practice, education and training, partnerships with other health care professionals, and workforce planning and policy making.

 

 

  Currey, J., Considine, J., & Khaw, D. (2011). Clinical nurse research consultant: A clinical and academic role to advance practice and the discipline of nursing. Journal of Advanced Nursing, 67(10), 2275–2283.

Note: You will access this article from the Walden Library databases.

Waxman, K. T., & Maxworthy, J. (2010). The doctorate of nursing practice degree and the nurse executive: The perfect combination. Nurse Leader, 8(2), 31–33.

Note: You will access this article from the Walden Library databases.

  This article provides a clear comparison of the DNP degree with PhD/DNS/DScN degrees and articulates the value of the DNP degree to nurse executives.

 

 

Required Media

 

Laureate Education (Producer). (2011d). The professional role of the DNP-prepared nurse [Video file]. Retrieved from https://class.waldenu.edu

  Note:  The approximate length of this media piece is 4 minutes.

 

In this media program, Dr. Joan Stanley, Dr. Linda Beechinor, and Dr. Susan Stefan discuss the professional roles available to DNP-prepared nurses and the importance of intra- and interprofessional collaboration in those roles.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The purpose of this assignment is to examine health care data on hospital-associated infections and determine the best methods for presenting the data to stakeholders. Use the scenario below and the “Hospital Associated Infections Data” Excel spreadsheet to complete the assignment.

Scenario

You have been tasked with displaying Centers for Medicare and Medicaid Services (CMS) hospital quality measures data for a 5-year period on four quality measures at your site. After examining the data, identify trends and determine the best way to present the actionable information to stakeholders.

Assignment

Create a 10-15 slide PowerPoint presenting the data to the stakeholders. Address the following in your PowerPoint: What conclusions can be drawn for each quality measure over the 5-year period? What trends do you see for each quality measure over the 5-year period? When comparing each quality measure, is the quality measure better than, worse than, or no different from the national benchmark over time? Based on your examination of the data, which of the quality measures should you prioritize and why? Develop a quality improvement metric and related measures to improve care processes, outcomes, and the patient experience relating to the identified area of opportunity. Explain how you would monitor the metric and use collected data for improvement.  

Include a title slide, references slide, and comprehensive speaker notes.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

This benchmark assignment assesses the following programmatic competency:

MSN Emphasis in Leadership in Health Care Systems

6.6 Develop and monitor continuous quality improvement metrics and measures to improve care processes, outcomes, and the patient experience.