Diabetes Awareness Assessment

1.1 define diabetes

Learners – research the definition of diabetes and give the answer below

1.2 identify prevalence rates for different types of diabetes

Learners, you need to research the prevalence rates for different types of diabetes for the following: For each bullet point give an answer

Type 1 diabetes:

• overall prevalence in the UK -

• prevalence by age group. -

• What are the effects of ethnicity in respect of type 1 diabetes -

Type 2 diabetes:

• overall prevalence in the UK; -

• prevalence by age group; -

• effects of ethnicity; -

• links with obesity, lifestyle, diet -

1.3 describe possible key long-term complications to health as a result of having diabetes

Learners, research the following complications to health as a result of diabetes and write a sentence for each bullet point:

• diabetic foot ulcers; -

• diabetic nephropathy; -

• retinopathy; -

• heart disease, -

• stroke; -

• nerve damage; -

• sexual dysfunction; -

• miscarriage and stillbirth -

1.4 explain what is meant by the term hyperglycemia

Learners research hyperglycemia and explain the following bullet points:

• Definition –

• Symptoms -

• Treatments -

• Triggers -

1.5 explain the procedure of referring an individual with diabetes to others

Learners: Given an explanation of the following bullet points in respect to referrals:

• A self referral to GP; When and how this would be done?

• A urine test for glucose levels; - Give an explanation of this

• A blood test to ascertain glucose levels; Give an explanation of this

• A possible oral glucose tolerance test (OGTT); Give an explanation of this

• A referral to clinician - When and how this would be done?

2.1 describe key features of Type 1 diabetes and 2.2 describe key features of Type 2 diabetes

Learners: research what are the key features of each:

2.3 list the most common possible causes of diabetes:

Learners, research and write an overview sentence for each of the bullet points:

Type 1

• An autoimmune condition; -

• Effects of the immune system on pancreatic cells; -

• Suggested links with viral infections; -

• Familial links; chronic pancreatitis -

Type 2

• genetic/familial links; -

• inks with ethnicity; -

• obesity/overweight; -

• impaired glucose intolerance; -

• impaired fasting glycaemia; -

• links with gestational diabetes -

2.4 describe the likely signs and symptoms of diabetes

Learners – research the signs and symptoms and write about each.

2.5 outline contributing risk factors that may lead to the development of Type 2 diabetes

Learners, research and write a sentence for each of the below

• having a close relative with the condition;

• obesity;

• African-Caribbean ethnicity;

• Middle Eastern descent; age – over 40 years of age (white),

• over 25 years of age (black, Asian);

• impaired fasting glycaemia (FG);

• impaired glucose tolerance (IGT);

• gestational diabetes during pregnancy

3. Understand how to implement a person-centred approach when supporting individuals with diabetes

3.1 define person-centred support

• Individual at the centre of planning;

• taking into account an individual’s needs, wishes, likes and dislikes;

• use of individual plans;

• individual in control of their care

Learners please look at the above bullet points and write a paragraph using the bullet points to define person-centred support (in your own words please)

3.2 explain the importance of using individualised care plans to support individuals with diabetes

• care is fitted to the needs of the individual;

• a holistic approach to care and support;

• facilitating necessary changes

Learners, use the above information to explain the importance of individual plans of care for supporting people who have diabetes.

3.3 explain the care pathway for the individual with newly diagnosed Type 2 diabetes

phase 1,

• Educational assessment in terms of how much knowledge the individual has about the condition;

phase 2,

• use of problem solving methods;

• change of treatments;

• what Type 2 diabetes is;

• information on exercise;

• foot care;

• driving; - What you need to do if you are a driver

• emotional aspects of the condition;

• potential complications;

• referral to other services including a dietician and podiatrist

Learners: Being diagnosed with diabetes can be life changing. You may need to support a resident through the process. The above is an example of things you may need to discuss with the resident. Research each step (bullet point) and explain why they are part of the pathway.

3.4 explain what self-care skills are

Self-care skills:

• monitoring own blood glucose levels;

• adjusting medication accordingly;

• administration of own medication;

• foot care;

• care of cuts and sores;

• managing own dietary requirements;

• noting additional symptoms and discussing them with professionals

Learners: You may need to support residents to self-help in respect of diabetes. Look at the list above and write about each of the skills you may need to learn and support your residents with.

3.5 explain how to work with an individual, and or their carer, to optimise self-care skills

Optimising self-care skills:

• providing individuals with clear explanations;

• giving reasons for self-care;

• provision of written material to underpin verbal instructions;

• timely monitoring;

• taking account of any difficulties and issues related to self-care

Learners: You may need to support residents to self-help in respect of diabetes. Look at the list above and write about each of the skills you may need to learn and support your residents with.

3.6 explain the importance of supporting individuals to make informed decisions

Making informed decisions:

individual in control of own care;

understanding all related factors;

understanding reasons for decisions;

autonomy of the individual;

awareness of risks;

provision of relevant information

Learners: It is important that people who develop diabetes have all the information required at their disposal to make informed choices. Your role may be to support them with this. Use the list above to write about how you would support your residents who may have a variety of understanding or sensory issues.

4. Understand the nutritional needs of individuals with diabetes

4.1 explain the principles of a balanced diet

Learners, research and explain the principles and importance of a balanced diet.

4.2 analyse how different carbohydrates affect blood glucose level

• the glycaemic index;

• the Standard Reference (GI 100);

• High GI, Medium GI, Low GI;

• benefits of a low GI diet

Learners: It is important that we know the different affects that different carbohydrates foods have on blood glucose levels. Research the bullet points above and write about the glycaemic index and the foods levels.

4.3 explain the role of the nutritional plan and how to report any related problems

• provides guidance in eating a healthy diet;

• contributes to control of blood glucose levels;

• supports management of the condition;

• enables self-management;

• promotes partnership between professionals and individuals

• Reporting related problems:

• access to professionals when required;

Learners: Anyone with diabetes in your care should have a plan of care for specifically their diabetes. A nutritional plan should be part of this. Using the bullet points above write about the role and importance of a nutritional plan in supporting someone with diabetes.

5. Understand factors relating to an individual's experience of diabetes

5.1 describe how different individuals may experience living with diabetes

Different experiences of diabetes:

• effects on lifestyle;

• effects on family;

• effects on employment, career opportunities;

• loss of self-efficacy;

• effects on self - esteem;

• effects on self-identity, public identity

Learners: Being diagnosed with diabetes can have a huge impact on a person in their lifestyle and feelings. Use the bullet points above and write about the possible impacts.

5.2 explain the impact that the attitudes and behaviours of others may have on an individual with diabetes

Impact of attitudes and behaviours of others:

• effects of assumptions, prejudice;

• adaptability of family, friends, carers;

• levels of social support;

• effects on self esteem, overall wellbeing

Learners, the attitudes and behaviours of others can have an affect on people who have been diagnosed with diabetes. Use the list above to explain how the attitudes of others can have this affect.

5.3 explain how an individual can manage their diabetes through different aspects of their lifestyle.

Lifestyle management:

• changes in diet;

• changes in patterns of alcohol consumption;

• exercise regimes;

• family meal times;

• involvement of family/friends in aspects of care

Learners, use the examples from the list above to explain how the individual can manage their lifestyle.

6. Understand the importance of monitoring diabetes

6.1 explain the importance of accurately measuring blood pressure when supporting individuals with diabetes

Importance of accurately measuring blood pressure:

• links between diabetes and cardiac disease;

• risk of stroke;

• need for early intervention

Learners, look at the bullet points above and write about the importance of monitoring blood pressure

6.2 identify the normal parameters for blood pressure

Learners, research and answer 6.2

6.3 explain the purpose of accurate blood glucose monitoring for individuals with diabetes

Purpose of monitoring blood glucose levels:

• detection of hyperglycaemia;

• risks of complications during acute illness;

• risks associated with unstable or poor hypoglycaemic control;

• risks involved when planning a pregnancy or pregnant;

• effects of blood glucose levels on medication requirements, diet

Learners, research and explain the purpose of the accurate monitoring of glucose levels using the bullet points above as a guide.

6.4 state the normal blood glucose range

Learners, research and answer 6.4

6.5 explain the purpose of accurate urine monitoring for individuals with diabetes

Purpose of accurate urine monitoring:

• indication of raised glucose levels;

• indication of protein as a sign of renal disease/damage;

• indication of related conditions

Learners, use the bullet points to explain the purpose of accurate urine monitoring.

6.6 describe the annual review checks needed to screen for long term complications

Annual review checks:

• blood tests, creatinine, cholesterol, thyroid function, HbA1C (diabetes glucose control);

• urine test, microalbuminuria;

• blood pressure;

• foot examination;

• retinal screening

Learners, long term effects from diabetes can be extremely serious to health. Use the bullet points above to describe why each are needed for regular checks.

7. Understand the links between diabetes and other conditions

7.1 explain the links between diabetes and:

• dementia

• depression

• pregnancy

Dementia:

• links between vascular dementia and poorly controlled diabetes;

• Type 2 diabetes as a significant risk factor;

• deterioration of mental and physical functions;

• importance of following nutritional plan;

• importance of monitoring blood glucose levels;

• benefits of support/early intervention

Depression:

• effects of stress due to management of condition;

• metabolic effects on the brain;

• deterioration of physical and mental function;

• need for professional diagnosis;

• need to monitor nutritional plan, medication

Pregnancy:

• incidence of 2-4%;

• risk factors;

• obesity, smoking, over the age of 30, family history of diabetes;

• ethnicity;

• previous history of large baby;

• effects of placental hormones on insulin function

Learners, there are increased risks in having diabetes for people with dementia, depression and are pregnant. Using the bullet points as a guide, research and write about the risks associated with each.