Essay Example: Type 1 Diabetes Case Study Analysis

Conventionally, Diabetes Mellitus is referred to as a metabolic disorder that is primarily associated with the continuous elevation of blood glucose: a condition known as hyperglycemia. As a result of this, there is a deficiency in insulin secretion, its action, or both (Daneman, 2006). In the event diabetes is not effectively managed, it may result in other serious complications making the affected person attacked by multiple diseases or disorders, resulting in increased morbidity cases and premature deaths (Daneman, 2006). There are different types of diabetes. However, type 1 diabetes mostly affects younger patients, usually less and 30 years. This is evident to the patient in the case study since she is a 13-year-old adolescent girl who has been diagnosed with type 1 diabetes two days ago and has been admitted to the pediatric unit. Type 1 diabetes has various symptoms that can help in its diagnosis. The paper is a discussion of the pathophysiology of type 1 diabetes and the effects of self-care. The paper will also analyze patient education approaches and collaborations between team members.

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Pathophysiology of Type 1 Diabetes

Type one diabetes is often regarded as a chronic autoimmune disorder in which there is the selective destruction of the pancreatic beta cells that are known to produce insulin. As a result of the destruction of the Beta cells, there is a deficiency in the secretion of insulin, resulting in several issues (Gan et al., 2012). First, the reduction in insulin secretion results in an increased hepatic Glycogenolysis and the impaired utilization of glucose in the hepatic vessels, especially in the skeletal and adipose tissue. This aspect, in turn, results in raised plasma levels. Secondly, the deficiency in insulin secretion results in the kidneys' capacity to reabsorb insulin to be surpassed, resulting in the loss of glucose in urine. In return, the continuous glucosuria results in osmotic diuresis associated with increased electrolyte loss and increased thirst. Lastly, the deficiency in insulin results in uncontrolled breaking down of fats hence leading to raised levels of free fatty acids (FFA) in the plasma (Gan et al., 2012). In the event these FFAs are oxidized, they result in the generation of ketone bodies.

During the diagnosis of type 1 diabetes, several laboratory anomalies form the basis of developing a clear diagnosis. In the laboratory, one abnormality that would suggest that one is suffering from type 1 diabetes is through checking for Ketones (Gan et al., 2012). When a dip strip in the patient's urine changes color, it may suggest that ketones are present, a clear indication of type 1 diabetes. Different laboratory values may also indicate that one is suffering from diabetes. For instance, a value higher than 11.1mmol/liter of Random blood sugar (RBS) may suggest that one is suffering from type one diabetes. Additionally, a value of more than 7.0 mmol/liter of fasting blood sugar indicates Type 1 diabetes. One last diagnostic is the glycosylated hemoglobin test. A value of more than 6.5 percent is a clear indication that one has diabetes (Gan et al., 2012). Values less than those mentioned above are used to show that one is not suffering from diabetes. Thus an increase in these values can be used as a basis for diagnosing type 1 diabetes.

Implications of Self Care

Type one diabetes has various implications that may result in the affected person, not taking care of themselves adequately. Maslow's hierarchy of needs has various inferences to different conditions affecting individuals, with one of them being type 1 diabetes (Beran, 2014). Imagine a 13-year-old adolescent having being diagnosed with diabetes. Hence, they are trying to cope with their new condition; they may lack the motivation to care for themselves adequately. The lack of motivation and lack of self-care may result in frustration to their primary caregivers, who is the mother. According to Maslow's hierarchy of needs, it requires that the patient demonstrate self-actualization and experiences to their full potential in diabetic care (Beran, 2014). However, self-actualization is difficult since it calls for fulfilling all the primary desires, including safety, love, belonging, and self-esteem (Beran, 2014). As a result of these factors, the 13-year-old adolescent may face challenges in effectively fulfilling these needs at the same time. In the event the 13-year-old adolescent cannot effectively take care of herself, Orem's self-care theory can help implement good clinical guide and implementing ideologies of noble self-care. According to the theory, it states that different individuals can take care of themselves. However, when this ability is lost due to illnesses, nurses can help them recover these skills by providing direct care and educational support. As a result, nurses in this case study can be used as facilitators and agents of change.

Patient Education Strategy

The provision of nursing education is a critical component in the management of type 1 diabetes (Kubiak et al., 2006). A wide range of strategies can be used to provide nursing education to this adolescent who has been recently diagnosed with type 1 diabetes. For a successful outcome to be obtained in this case, the following are among the best patient education strategies that can be employed.

Stimulation of the Patient’s Interest

Conventionally, adolescents tend to have a hard time concentrating or having the desire to learn. However, in this case, stimulating the adolescent's interest through the creation of rapport may make the patient have the desire to learn more. This can be achieved by having a question and answers session with the patient (Kubiak et al., 2006). In this session, the patient can be educated on what type 1 diabetes entails and how it can be managed. This strategy works best since it is easy to understand.

Determine the Suitable Learning Style for the Patient

There are varied teaching styles that can deliver information to patients who have type 1 diabetes. As a result, the use of these various teaching techniques may stimulate a patient's understanding. Conventionally, patients learn in different ways, such as watching videos or reading (Kubiak et al., 2006). Thus the best learning style for the patient should be determined and used during the sessions.

Include family member

The inclusion of family members during the learning session is equally crucial since it helps the patient follow instructions. Additionally, the present family members, especially the primary caregiver, can remind the patient on essential points if they forget (Kubiak et al., 2006). The use of these education strategies is crucial since it will result in positive patient outcomes.

Interdisciplinary Collaboration

Interdisciplinary collaboration is essential in managing type 1 diabetes and can be reinforced through different rules and practices that bring care close to the patient (Davis et al., 2014). Subsequently, the roles of interdisciplinary collaboration are crucial for the success of the different healthcare bodies. As a result, the hospital will be required to provide ways in which staff members can collaborate and thus result in positive outcomes (Davis et al., 2014). Different interdisciplinary teams need to be included in the management of type 1 diabetes. They include a clinician, nurse, laboratory technician, pharmacist, and nutritionist. The clinicians and nurses are vital since they will help administer medication to the patient and review the patient (Davis et al., 2014). The pharmacist will help provide medication while the lab technician will be checking the patient's sugar levels from time to time. Lastly, the nutritionist will help in the administration of medical nutrition therapy.

Discharge

Discharge is an essential interdisciplinary approach that helps in the continuity of care. Conventionally, the various structured discharges are meant to reduce the total number of days that a patient would stay in a hospital (Davis et al., 2014). In this case, we will develop a proper plan to discharge the patient to help ensure that the total number of the patient’s stay is reduced.

Nutrition

Nutrition is a critical component in the management of diabetes. Conventionally, the treatment plan of a diabetes plan needs to consider the patient's nutritional needs (Davis et al., 2014). As a result, a nutritionist should be incorporated into the interdisciplinary team to advise the patient on the best foods and the importance of physical activity in diabetes.

Transition

During the management of type 1 diabetes, different professionals are assessed to help give patient strategies that can help them adapt to the house conditions after being discharged from the hospital (Davis et al., 2014). As a result, the patient's family members, especially the caregivers, recognize the patient's needs and the desired care is given during the transition phase.

Financial Implications

Interdisciplinary collaboration helps in the identification of collective responsibility. During this stage, the available resources are available for taking care of the patient. Since diabetes is associated with different financial implications for both the family and the patient, every person must fulfill their financial roles effectively.

Conclusion

Type 1 diabetes is a condition that is affecting different individuals globally. The condition is associated with an increased level of blood sugar levels. As a result, its timely management will help prevent increased morbidity and premature deaths among the affected individuals. During the management of diabetes, it is essential to incorporate various patient education strategies and interdisciplinary collaboration.

References

Beran, D. (2014). Developing a hierarchy of needs for Type 1 diabetes. Diabetic Medicine, 31(1), 61-67. https://onlinelibrary.wiley.com/doi/abs/10.1111/dme.12284

Daneman, D. (2006). Type 1 diabetes. The Lancet, 367(9513), 847-858. https://www.sciencedirect.com/science/article/abs/pii/S0140673606683414

Davis, C. S., Ross, L. A. R., & Bloodworth, L. S. (2017). The impact of clinical pharmacist integration on a collaborative interdisciplinary diabetes management team. Journal of pharmacy practice, 30(3), 286-290. https://journals.sagepub.com/doi/abs/10.1177/0897190016631894

Gan, M. J., Albanese-O’Neill, A., & Haller, M. J. (2012). Type 1 diabetes: current concepts in epidemiology, pathophysiology, clinical care, and research. Current problems in pediatric and adolescent health care, 42(10), 269-291. https://www.sciencedirect.com/science/article/abs/pii/S1538544212001149

Kubiak, T., Hermanns, N., Schreckling, H. J., Kulzer, B., & Haak, T. (2006). Evaluation of a self-management-based patient education program for the treatment and prevention of hypoglycemia-related problems in type 1 diabetes. Patient education and counseling, 60(2), 228-234.