Posted: September 26th, 2022

NURS FPX 4900 Diabetes Self Management Problem Statement

NURS FPX 4900 Diabetes Self Management Problem Statement
Diabetes Self Management Problem Statement

Use a provided template to develop a 2-4 page submission in which you research and define a patient, family, or population health problem relevant to personal practice.Important: Complete this assessment first and complete all other assessments in the order they are presented.In this assessment, you will lay the foundation for the work that will carry through your capstone experience and guide the practice hours to complete the work in this course. The purpose of this assessment is to allow you to define a patient, family, or population health problem that is relevant to your personal practice and to begin building a body of evidence that will inform your approach to your practice hours, the intervention you design, and the professional product you will deliver. NURS FPX 4900 Diabetes Self Management Problem Statement
DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Define a patient, family, or population health problem that is relevant to personal practice.
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Analyze evidence from the literature and professional sources to define and guide nursing actions related to a health problem.
Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
Propose strategies to improve patient or population outcomes related to a health problem.
Competency 8: Integrate professional standards and values into practice.
Reflect on state board nursing practice standards relevant to a selected health problem.
Communicate professionally in writing that is clear and logically organized, with correct grammar, spelling, and use of APA style.
Important: Complete this assessment first and complete all other assessments in the order they are presented.

PROFESSIONAL CONTEXT
Nurses are leaders in problem identification and solution, planning and implementing patient care strategies to address problems in the home, hospital, and community. This assessment will help you develop a problem statement for a patient, family, or population health concern. NURS FPX 4900 Diabetes Self Management Problem Statement

INSTRUCTIONS
Throughout this capstone course, you will be investigating a patient, family, or population health problem relevant to your practice. For this assessment, you will identify the problem that you will address throughout your clinical practicum in this course, as well as begin to establish your evidence and research base to plan, implement, and share findings related to your project. The Problem Identification Template [DOC] will guide you through development of a problem statement, evidence collection and analysis, and best practices to help you create your implementation plan for the second assessment in this course.Your submission for this assessment will be the completed template. When working through the template, you may use the resources provided in this course; however, most of your research and search for evidence will be conducted by you. Use the Capella University Library, professional organization and government resources, and relevant organizational best practices as sources of evidence. This is the capstone course for your BSN degree; your goal is to demonstrate your achievement of the program outcomes through your work on this project.The following are some health issues that would be appropriate for your project:

Diabetes self-management.
Hypertension management and prevention.
Medication reconciliation within a family or group.
Parkinson’s disease support group.
Patient family education communication improvements.
Postoperative home care.
This list is by no means exhaustive. You should choose a patient, family, or population health issue that is relevant to your practice and organization; you must be able to study the problem in your clinical practicum effectively.

SCORING GUIDE CRITERIA
Your submission will be assessed based on the following criteria:

Define a patient, family, or population health problem that is relevant to personal practice.
Analyze evidence from the literature and professional sources to define and guide nursing actions related to a health problem.
Propose strategies to improve patient or population outcomes related to a health problem.
Reflect on state board nursing practice standards relevant to a selected health problem.
Communicate professionally in writing that is clear and logically organized, with correct grammar, spelling, and use of APA style.
Please identify your relationship to the patient (friend and family) and how you made contact with the individual. Remember to only use the individual’s initials in your assessment to protect privacy. NURS FPX 4900 Diabetes Self Management Problem Statement

CORE ELMS
Completion of this course requires a remote rather than a face-to-face clinical practicum. You are required to log your time in the CORE ELMS system just as you have for past courses with clinical interaction. The CORE ELMS link is located in the left-hand navigation pane.

ADDITIONAL REQUIREMENTS
Length of submission: Use the provided template. Most submissions will be 2 to 4 pages. You do not need to include a title page. Be sure to complete the reference page at the end of the template.
Number of references: Cite a minimum of 5 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.
APA formatting: Make sure that in-text citations and reference list follow current APA style.
Portfolio Prompt: Remember to save the assessment to your ePortfolio. After you complete your program you may want to consider leveraging your Portfolio as part of a job search or other demonstration of your academic competencies.

Problem Identification Sharonda Outterbridge Capella University NursFPX4900 Sample Paper
Problem Identification: Diabetes Self-Management

The health problem that will be addressed is diabetes self-management.

Type 2 diabetes is when your body can’t use insulin the way it should (cdc.gov). Sugar gets into your cells with the help of a hormone called insulin. People are at risk for prediabetes when their blood sugar is high but not high enough to be called diabetes. When a person has prediabetes, he or she is more likely to get type 2 diabetes, heart disease, or a stroke. Obesity, being over 45 years old, having a close relative with type 2 diabetes, and not being active are all risk factors for diabetes. Race is another thing that puts people at risk for diabetes. African Americans, Hispanics, Indians, and Asian Americans are at a high risk for type 2 diabetes. Diabetes can cause a heart attack, stroke, blindness, kidney failure, and the loss of toes, feet, or legs if it is not treated or managed properly.

This will be about a 60-year-old woman with Diabetes 2 who will be the patient. The patient was quickly told that she had type 2 diabetes. The patient needs to learn about her new disease and how to treat and take care of it. She also needs help. The right goals for this patient are to teach him or her how to give himself or herself insulin, check blood sugar, set rules for sick days, and make other changes to stay healthy.

As a nurse in Psych hospital some of my patients suffer from diabetes type one and type two. A nurses’ job is to educate patients on how to manage their diabetes. The patients at the psychiatric hospital will eventually be discharged home where they will be responsible for caring for their own disease management. As a nurse I will be able to educate patients on signs and symptoms of hypoglycemia and hyperglycemia. I also will be able to inform them on how to care for themselves on sick days and also when to seek medical attention.

Davies, M. J., D’Alessio, D. A., Fradkin, J., Kernan, W. N., Mathieu, C., Mingrone, G., . .. Buse, J. B. (2018). Management of hyperglycemia in type 2 diabetes, 2018. A consensus report by the american diabetes association (ADA) and the european association for the study of diabetes (EASD). Diabetes Care, 41(12), 2669-2701. doi:10.2337/dci18-0033

This article discusses a systematic review of information since 2014 and new recommendations for diabetes care. Diabetes management that is covered from lifestyle changes to education and support. The information presented in this article is reliable because it is peer reviewed and it is within the five year inclusion. This article is consistent with current practice because it discusses not only medical management, but lifestyle choices. It emphasises the importance of management.

Leopard, M. G., Joseph, A. L., Agne, A. A., & Cherrington, A. L. (2015). Diabetes self- management interventions for adults with type 2 diabetes living in rural areas: A systematic literature review. Current Diabetes Reports, 15(6), 1-12. doi:http://dx.doi.org.library.capella.edu/10.1007/s11892-015-0608-3

This article discusses high rates of diabetes in correlation with limited access to healthcare. This study took a look at diabetes management interventions for patients in rural areas. The pro of this study is that it uses telehealth and face to face education interventions. It also uses 15 different studies for this one. The con of this study was limited to a certain area. The data presented from this study is reliable because its peer reviewed and within the five year inclusion.

Santos, D. C., Pizarro, M. H., Barros, B. S. V., de Melo, Laura G Nunes, & Negrato, C. A. (2018). Does knowledge on diabetes management influence glycemic control? A nationwide study in patients with type 1 diabetes in brazil. Patient Preference and Adherence, 12, 53-62. doi:10.2147/PPA.S146268doi:http://dx.doi.org.library.capella.edu/10.1007/s11892-015-0608-3

This study looks at how to take care of people with diabetes based on how much they know about the disease and how it works. This article compares how people with type 1 diabetes control their blood sugar levels based on how much they know. The good things about this study are that it looked at 1700 patients and was done in ten different cities over four years. The problem with this study is that it was only done in Brazil and not all over the country. This means that it might be missing important information. The results of this study match what is already done. The more a patient knows about their disease, the more likely they are to follow the treatment plan.

Ways to improve how diabetes is handled
Before you can help a person better deal with their diabetes, you need to find out where they are in their education. Each patient should have a different set of plans. Diabetes is a disease that needs care for the rest of your life. As nurses, it is our job to teach patients how to make changes to their lifestyles, such as how to deal with their weight. Type 2 diabetes is caused by being too fat (heat.org). One way to lose weight would be to start eating better and doing more physical activities. The advice for working out is to be active for 30 minutes a day, three to five days a week. To keep your sugar level under control, you need to eat well. When you’ve never done it before, it can be hard to eat healthy. Getting the right amount of food on your plate and shopping wisely. If you want to eat well, you might have to give up a bag of potato chips in favor of something like fruit or yogurt. Get information about healthier choices and talk with a dietician. A study in the journal Patient Preference and Adherence found that patients who know more about their condition are more likely to get their blood sugar under control. Glycemic control education helps people better deal with their diabetes by making it less stressful and preventing bad things from happening (Santos et. al 2018). Taking medications and making changes to your lifestyle is another way to help with management.

Nursing Board of the State of New Jersey
In New Jersey, the state board of nursing sets the rules for how patients are cared for. The standards make sure that each patient is cared for and gets care that is safe and done well. When caring for diabetic patients, the nurse is in charge of evaluating the patient, making a care plan, carrying out the plan, and making any changes that are needed (njconsumeraffairs.gov). The New Jersey state practice act will tell me what to do when I’m taking care of this group of people because it will make sure I’m evaluating each patient correctly. Patients with diabetes need to be checked for signs and symptoms of low and high blood sugar so they can get the right treatment. The nurse practice acts will also make sure that I’m giving tasks to the right people and keeping an eye on how my patients are doing. Certified nursing Helpants often do things like check a patient’s blood sugar level. The nurse must keep an eye on other health care workers, like certified nursing Helpants, to make sure that each patient gets the right care. The Affordable Care Act and other federal laws have a direct effect on how patients get care. The Affordable Care Act (ACA, Konchak, Moran, O’Brien, et al., 2016) makes sure that patients have access to health care and health care providers. The ACA also makes sure that everyone can afford to get health care. When caring for any group, you need to think about ethics. When planning care for a patient, you have to take into account their wishes. Patients have the right to make the choice that they think is best for them. The nurse must be there for their patients and speak up for them. By following the principles of beneficence and nonmaleficence, the nurse must make sure that the patient is cared for as well as possible by all health care professionals who are involved in their care.

References
Bertsimas, D., Kallus, N., Weinstein, A. M., & Zhuo, Y. D. (2017). Personalized diabetes management using electronic medical records. Diabetes Care, 40(2), 210-217. doi:10.2337/dc16-0826

Davies, M. J., D’Alessio, D. A., Fradkin, J., Kernan, W. N., Mathieu, C., Mingrone, G., . . . Buse, B. (2018). Management of hyperglycemia in type 2 diabetes, 2018. A consensus report by the american diabetes association (ADA) and the european association for the study of diabetes (EASD). Diabetes Care, 41(12), 2669-2701. doi:10.2337/dci18-0033

https://www.njconsumeraffairs.gov/regulations/Chapter-37-New-Jersey-Board-of-Nursing.pdf Konchak, J. N., Moran, M. R., O’Brien, M. J., Kandula, N. R., & Ackermann, R. T. (2016). The

State of Diabetes Prevention Policy in the USA Following the Affordable Care Act. Current diabetes reports, 16(6), 55. doi:10.1007/s11892-016-0742-6

Leopard, M. G., Joseph, A. L., Agne, A. A., & Cherrington, A. L. (2015). Diabetes self- management interventions for adults with type 2 diabetes living in rural areas: A systematic literature review. Current Diabetes Reports, 15(6), 1-12. Gomes, M. B.,

Powers, Margaret A. (2017). “Diabetes Self-management Education and Support in Type 2 Diabetes”. The Diabetes educator (0145-7217), 43 (1), p. 40.

Prevent Type 2 Diabetes. (2019, August 12). Retrieved from https://www.cdc.gov/diabetes/prevent-type-2/index.html

Santos, D. C., Pizarro, M. H., Barros, B. S. V., de Melo, Laura G Nunes, & Negrato, C. A. (2018). Does knowledge on diabetes management influence glycemic control? A nationwide study in patients with type 1 diabetes in brazil. Patient Preference and Adherence, 12, 53-62. doi:10.2147/PPA.S146268doi:http://dx.doi.org.library.capella.edu/10.1007/s11892-015-0608-https://www.cdc.gov/diabetes/ndep/pdfs/ppod-guide-team-care-approach.pdf3

SCORING GUIDE
Use the scoring guide to understand how your assessment will be evaluated.

NURS FPX 4900 Diabetes Self Management Problem Statement
Hello everyone,

Keep up the great work you are doing in class! These are some tips for class to help you get through this course successfully.

First, keep in mind that this is not just a class where you are writing papers. This is your capstone project and the detail that is needed should be included. Second, assessments have to be submitted in order and they build on each other. So, the next assessment should be submitted after you read the feedback on the previous one. It is important to read all directions very thoroughly in this course.

Assessment #1- Students often do not address the state board of nursing area adequately on this section. Tip-this is about your state board of nursing specifically.

Assessment #2- This is a plan proposal. You are building on what you wrote in assessment #1 and telling me your plan. Tip- Don’t forget the detail! This is your project, not just another paper!

Assessment #3- This is the discussion of the educational activity you will be conducting in a paper format. Tip- submission of your paper, your brochure or flyer, and your CORE Elms entered hours are a necessity.

Assessment #4- This is a Kaltura video and a reference list. Tip-Please submit both. Students sometimes forget one or the other.

Assessment #5- This is your Pathbrite eportfolio. Please read the directions very, very carefully. Tip- read the directions and click on the 3 links in the middle of the instructions page. This will help you create your eportfolio. Next, make it public so I can actually see it. Finally, upload all the competencies and your resume. Please don’t forget to tell me what your 2 artifacts will be according to the scoring guide.

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Problem Identification Scoring Guide

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