Advanced Diabetes Education and Multidisciplinary Care DEDU601

STEP 1: Reflecting on Valuable Topics for Learning and Future Practice

Multispecialty Community Providers

MCPs include all members of the health care team in the efficient delivery of patient care. This model is especially useful in diabetes treatment as it takes a coordinated and optimally multidisciplinary approach to control diabetes. Instead of receiving only medical treatment, it gets the possibility to consult with a nutritionist or psychologist and receive necessary classes in self-management (Kingsfund.org.uk, 2024). In my practice, the improvements in the interaction of the various specialists were achieved through increased patient satisfaction of diabetic patients. It encouraged more comprehensive patient-centred care. I have also enhanced my understanding of managing diabetes in a psychosocial aspect apart from medical management (Gray et al., 2021). I derive from this experience because as a diabetes educator, I will be in charge of becoming a liaison between various healthcare professionals to provide the best services to the patients.

Enhanced Health in Care Homes

Enhanced health in care homes involves the care of the diseased and even the frail older person especially those suffering from chronic diseases like diabetes. This issue was of special interest to me as it discussed the subject of diabetes in the elderly (Kingsfund.org.uk, 2024). In practice, I saw how partnerships between care homes and GP practices can provide structured health reviews, individualised care pathway and proactive management of diabetes. This aspect of the course helped me learn more about why older adults are vulnerable to complications like hypoglycemia and cardiovascular diseases. This model of care will be important in my future practice as I could be working with carers of an older population who have specialised diabetes education needs (Gordon et al., 2020). The knowledge of the enhanced health approach will enable me to better create individual care plans for elderly persons.

Acute Care Collaborations

Acute care collaborations are designed to bring the services of acute care into focus for better delivery of patient care especially for those patients who need comprehensive or extensive attention. This topic was important for the effective collaborations between various centres that include hospitals and emergency departments meant for management of the diabetic patients with acute complications (Kingsfund.org.uk, 2024). I learned the importance of immediate intervention from various disciplines in dealing with diabetic complications which include Diabetic Ketoacidosis (DKA) or Hyperosmolar Hyperglycemic State (HHS) (Lui et al., 2020). From this, I saw how diabetes acute care teams, the emergency department or ER.

STEP 2: Reflecting on Areas for Further Development

Communication and Counseling Skills in Urgent and Acute Care

One area that I feel I require more enhancement is in communication and counselling in the setting of urgent and acute care. During these episodes, the patients and their families may be incredibly anxious and thus getting a good education as well as support is very important. In this way, I have realised that I am on the receiving end concerning the ability to synthesise words to pass information fast, especially when the patients are frightened and confused. In practice, it was challenging to solve the problems of patients in acute care without venting into the medical part rather than the emotional health (Yoo et al., 2020). Meaningful communication during the acute phase of a chronic illness can greatly affect a patients compliance with interventional plans and choices regarding his or her medical destinations.

Advanced Pharmacological Management of Diabetes

Another domain that I could improve is pharmacological intervention in its more complex forms. In the course, I came across different types of drugs that are used in diabetes treatment, however, I think that the knowledge about the interactions of those drugs should be expanded. The care of polypharmacy with multimorbidity can be quite complex. While on clinical practical experience, I came to see the good practice of diabetes educators regarding physicians and question changes within insulin dosage regimens and other medications (Taylor et al., 2021). Although I have minimal knowledge of these processes, I found myself sometimes confused with the rationale behind particular changes. Realising that I have a long way to go to become a great diabetes educator, I believe that it is essential for me to build more profound knowledge of the pharmacological approach to the disease.

Technology in Diabetes Care

Technology advancements have guided me to increase my knowledge about the use of tools like CGMs and insulin pumps. During the course, I had to get familiar with some of them. However, it dawned on me that my knowledge or rather the lack of it on how to teach patients to use this technology with precision is scarce. There are times that patients have issues with their devices and I would like to think that my knowledge is not sufficient (Patil et al., 2022). This invention has turned into a necessity to be very relevant when attending to patients in the future. I will have to equip myself with knowledge of the usage of technology when it comes to diabetes.

STEP 3: Action Plan for Communication and Counseling Skills in Urgent and Acute Care

I am using Gibbs reflective cycle to develop the area of communication and counselling skills in urgent and acute care initiatives:

Gibbbs Reflective Model

Description

I had poor language interaction, particularly during acute care episodes as most of the time I was in a hurry and all the contact was mainly medical. This sometimes makes the patient confused or even overwhelmed by the doctors statements (Al-Badri & Hamdy, 2021). I would like to enhance my working knowledge of effective professional communication with patients and their families with appropriate interpersonal skills in patients experiences of stress, financial hardship, bereavement and others.

Feelings

During such moments, I experienced stress and while my priority was focused on the accomplishment of undertaken tasks with other patients, I hardly could spend time on meaningful communication with them (Ryan et al., 2020). I could comfort the patient that lack of affection contributed to his well-being and healing process.

Evaluation

I was able to give rather fast and accurate medical information. However, I was not treating the patient as a whole person with physical, emotional, social, and spiritual facilitating needs. I should have given the patients more time to express their views and their worries and to air their questions.

Analysis

The main transmitted barriers for the successful exchange of knowledge and experiences were the pressure at work and an acute clinical condition. I observed a lot of pressure while managing diabetes patients and I gave more importance to the medical side of the intervention.

Conclusion

Therefore, in future similar situations, I need to learn the best way to move from performing emergency procedures to attending to patients psychosocial needs. Adherence to treatment plans may be enhanced when patients and their companions understand the nature of the condition requiring acute care.

Action Plan

I will develop the care of compassionate patient communication and patients condition. I will incorporate an active listening approach in at least 5 situations involving an acute care patient. With informed consent, I will interview practising diabetes educators about their work with patients. I will learn how they combine knowledge of diabetes and related healthcare issues with support for the patients emotional well-being (American Diabetes Association, 2020). I will work throughout the first semester and at the end of the three months, I will assess my learning progress to develop assertiveness in providing communications for the patient in the acute care setting.

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