Lack of proper education on patient with Type 2 Diabetes

Using the reading and the questionnaire, write a paper of 750-1,000 words in which you describe
your professional moral compass. As you write your paper, include the following:

  1. What personal, cultural, and spiritual values contribute to your worldview and philosophy of
    nursing? How do these values shape or influence your nursing practice?
  2. Define values, morals, and ethics in the context of your obligation to nursing practice. Explain
    how your personal values, philosophy, and worldview may conflict with your obligation to
    practice, creating an ethical dilemma.
  3. Reflect and share your own personal thoughts regarding the morals and ethical dilemmas you
    may face in the health care field. How do your personal views affect your behavior and your
    decision making?

Lack of proper education on patient with type 2 diabetes


Diabetes is presently a popular chronic diseases where the patient is required to make a
wide array of self-management decisions daily as well as perform complicated care activities.
Diabetes self-management education acts as the basis to assist the patients to navigate these
activities and decisions. Kapoor and Kleinbart (2012) indicated that it greatly improves health
outcomes. diabetes education on self-management can be described as the process through which
the skills, knowledge, and ability needed for the disease’s self-care is facilitated. As far as
diabetes type 2 is concerned, patient education covers different aspects. Therefore, how effective
the education is will greatly determine the extent to which the patient will engage in self-care.

some of the aspects that patient education should cover includes the treatment options, disease
process, causes, factors contributing to the disease, nutritional plan, exercise plan, knowledge
about the medications that are prescribed, monitoring blood glucose, knowledge about the
chronic and acute complications, individual approaches for promoting health, and the
psychosocial issues (Mshunqane, Stewart & Rothberg, 2012). Type Regardless of how patient
education is important, proper education still lacks, and there are a number of factors
contributing to this. This paper aims at exploring the lack of proper education among diabetes
type 2 patients.

Quality measures

Recently, NICE updated guidance on diabetes type 2 management. The National
Collaborating Centre for Chronic Conditions developed the guidance. The then NICE guidelines
are replaced and recommendations in some technology appraisals updated. The guidance will
function as the only reference point for all care aspects. Worth noting, the guidance puts a lot of
emphasis on patient education and complexities of management, lifestyle changes, as well as
therapy side-effects have been made the priority. There is a recommendation that people
suffering from diabetes type 2 should receive continuous education beginning from diagnosis, in
addition to tailored dietary advice. The ADA’s (America Diabetes Association) position is that
all diabetes patients should be provided with education and support from diagnosis and thereafter
(Ruffin, 2016). The position statement is meant for the specific needs of people suffering from
diabetes. This gives the indication that awareness among the patients is acknowledged as a very
cardinal aspect for successful self-care.

Assessing the Need for Change in Practice


The diabetes type 2 patients are the key stakeholders. These patients’ caregivers are also
cardinal stakeholders since they mostly are concerned with caring for the patients. The entire
healthcare team is a main stakeholder based on the fact that there are different aspects that should
be monitored in patients on a regular basis (Green, 2014).
Barriers to Change
Some of the barriers that are likely to hinder change include the existing knowledge, fears
and beliefs about the disease, accessibility to care, the influence of friends and peers, and health
beliefs affect learning and consequently, the management behaviors. Therefore, it is worth
pointing out that comprehending the expectations and needs of diabetes type 2 patients is
cardinal in improving and initiating the education programs’ outcomes for effective self-care
(Lee et al., 2013).
Facilitators to Change
Change can only be facilitated by making comprehensive explanations about the different
aspects of the disease so that the patients can understand the impacts of failing to engage in the
recommended practices. If patients have all the necessary details about the disease, then it would
be easy for them to do away with the barriers that prevent proper information reception. For
example, a patient who knows about the disease well is less likely to continue holding on health
and spiritual beliefs that would only contribute to negative consequences (Garber, Gross &
Slonim, 2010).
Internal Data
Many people present in healthcare institutions with the symptoms of diabetes type 2. An
early diagnosis greatly ensures that complications are avoided and management done properly.
External Data

Everyone in Ontario ought to comprehend the disease’s seriousness since all are
susceptible to it as well as the resulting health impacts. Diabetes type 2’s prevalence is
alarmingly high. It is also expected to rise within the coming decade. In Ontario, more than
600,000 people suffer from the disease while many others are not yet aware that they have the
disease. 4 out of 10 people suffering from the disease will develop long-term and debilitating
complications. The disease is a known main cause of kidney disease, blindness, premature death,
stroke, heart disease, and limb amputation among others.
Theoretical Model and Framework

The social learning theory that was crafted by Bandura is proper for exploring this issue
at hand. It argues that people gain knowledge and skills after observing and imitating others, and
through modeling. It also entails of aspects like memory, attention, and motivation. Learning
occurs after people observe the attitudes as well as the behaviors of other people, in addition to
the consequences of those attitudes and behaviors. Mostly, learning occurs through modeling and
observation (Chijioke, Adamu & Makusidi, 2010). Therefore, if a given community
continuously engages in activities aimed at managing and preventing diabetes type 2 which are
encouraged by healthcare professionals, with lower disease rates, complications, and deaths as
the effects, then all the communities around will imitate the particular community so as to realize
similar impacts.


Regardless of the fact that various members in the community and from the healthcare
team contribute in different ways to patient education, there is a great need for the providers as
well as the practice settings to possess systematic referral processes and resources so that patients
can receive education consistently. For example, the first education session might be offered by

the healthcare professional while ongoing education sessions are offered by other practice
personnel (Rosenstock & Owens, 2008). This can result to inconsistencies. Many times the
programs that are designed fail to address the health beliefs, current knowledge, cultural needs,
emotional concerns, physical limitations, financial status, family support, health literacy, medical
history, and numeracy among other factors.
Problem Statement
There are numerous barriers that hinder effective patient education. Unless if those
barriers are addressed, then even the most comprehensive education sessions will be useless
(Stults-Kolehmainen & Sinha, 2014).

Possible Interventions

There is a great need for healthcare professionals to provide structured education to all
diabetes type 2 patients and their care givers right from the diagnosis time. this should be
accompanied by annual review and reinforcement. In addition, the practitioners ought to inform
the caregivers and patients that the education is a cardinal component of diabetes care. The
reviews should be conducted regularly based on need identification. Education should focus on
all the good practice principles. In addition to this, the professionals should be keen at
identifying the barriers that are likely to interfere with effective education reception or practice
of all that was taught. The barriers should all be eliminated for effectiveness. Valencia and
Florez (2014) noted that many patients anticipate diabetes education barriers. He, therefore,
recommended that interventions at the multiple levels ought to address the socioeconomic and
demographic diabetes education obstacles for effective self-management training (Zoepke &
Green, 2012).

Critical Outcome Indicators

Definitely, following effective education among diabetes type 2 patients, numerous
critical outcomes indicators would be evident. The patients would be able to make to make
informed decisions about the treatment options that need, and understand more about the disease
process. Moreover, they would be active in educating others about the causes and factors that
contribute to the disease as a preventive measure. Moreover, following awareness creation on the
proper diets, the patients would always be able to engage in appropriate nutritional and exercise
plans, which would help prevent the related chronic diseases. The patients would also be able to
engage actively and appropriately in monitoring blood glucose, taking right medications, taking
the necessary measures to prevent the chronic and acute complications, promote health
appropriately, and well as address the psychosocial issues (Augustyniak & Tadeusiewicz, 2009).

Goals and Purpose

Eliminating the barriers to diabetes education can ultimately improve patient experiences
on education and care, improve populations and individuals’ health, as well as minimize
diabetes- associated healthcare costs. In addition to eliminating the barriers, it is important to
create an algorithm that defines what, how, and when the education should be offered to the
Purpose Statement
Eliminating barriers to education and creating a proper algorithm can greatly promote
effective education for better health.


Augustyniak, P., & Tadeusiewicz, R. (2009). Background 2.
Chijioke, A., Adamu, A. N., & Makusidi, A. M. (January 01, 2010). Mortality patterns among
type 2 diabetes mellitus patients in Ilorin, Nigeria : original research. Journal of
Endocrinology, Metabolism and Diabetes in South Africa, 15, 2, 79-82.
Garber, J. S., Gross, M., & Slonim, A. D. (2010). Avoiding common nursing errors.
Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Green, B. (June 06, 2014). Diabetes and diabetic foot ulcers : an often hidden problem : review.
Sa Pharmacist’s Assistant, 14, 3, 23-26.
Kapoor, B., & Kleinbart, M. (April 01, 2012). Building an Integrated Patient Information System
for a Healthcare Network. Journal of Cases on Information Technology (jcit), 14, 2, 27-
Lee YK, Ng CJ, Lee PY, Khoo EM, Abdullah KL, Low WY, Samad AA, Chen WS, & Lee, Yew
Kong. (2013). What are the barriers faced by patients using insulin? A qualitative study
of Malaysian health care professionals’ views. Dove Press.
Mshunqane, N., Stewart, A. V., & Rothberg, A. D. (January 01, 2012). Type 2 diabetes
management : patient knowledge and health care team perceptions, South Africa :
original research. African Primary Health Care and Family Medicine, 4, 1, 1-7.
Rosenstock, J., & Owens, D. (January 01, 2008). Treatment of Type 2 Using Insulin: When to
Ruffin, T. R. (January 01, 2016). Health Information Technology and Change.
Stults-Kolehmainen, M. A., & Sinha, R. (January 01, 2014). The Effects of Stress on Physical
Activity and Exercise. Sports Medicine, 44, 1, 81-121.

Valencia, W. M., & Florez, H. (January 01, 2014). Pharmacological treatment of diabetes in
older people. Diabetes, Obesity & Metabolism, 16, 12, 1192-203.
Zoepke, A., & Green, B. (January 01, 2012). Diabetes and diabetic foot ulcers : an often hidden
problem : general review. Wound Healing Southern Africa, 5, 1, 19-22.

Looking for Discount?

You'll get a high-quality service, that's for sure.

To welcome you, we give you a 20% discount on your All orders! use code - NWS20

Discount applies to orders from $30
All Rights Reserved,
Disclaimer: You will use the product (paper) for legal purposes only and you are not authorized to plagiarize. In addition, neither our website nor any of its affiliates and/or partners shall be liable for any unethical, inappropriate, illegal, or otherwise wrongful use of the Products and/or other written material received from the Website. This includes plagiarism, lawsuits, poor grading, expulsion, academic probation, loss of scholarships / awards / grants/ prizes / titles / positions, failure, suspension, or any other disciplinary or legal actions. Purchasers of Products from the Website are solely responsible for any and all disciplinary actions arising from the improper, unethical, and/or illegal use of such Products.