DSME Curriculum 2005 by YLQnN65G

VIEWS: 9 PAGES: 2

									Updated: 24 September 2005
                                 NAVAL HOSPITAL BREMERTON
               DIABETES SELF-MANAGEMENT EDUCATION (DSME) PROGRAM
                             CURRICULUM DESCRIPTION

    I.      DIABETES DISEASE PROCESS AND TREATMENT OPTIONS
            THE PARTICIPANT WILL BE ABLE TO:
            A. Define and state which type of diabetes they have
            B. State fasting, post-prandial and bedtime blood glucose levels and the importance of maintaining
               these levels
            C. Identify that self-care is integral to the prevention of diabetes complications
            D. list the major components of the treatment of diabetes, its different stages, and the Naval Hospital
               Bremerton (NHB) Diabetes Management Program
            E. Identify the dynamics of the natural History of Diabetes Type 1 and 2.
            F. Other

    II.     INCORPORATING APPROPRIATE NUTRITIONAL MANAGEMENT I, II, AND III
            THE PARTICIPANT WILL BE ABLE TO:
            A. Incorporate the use of the ADA Food Guide Pyramid in designing their meal plan
            B. Identify the different macro nutrients and their impact on blood glucose
            C. State the timing of food intake relative to medication intake
            D. State how monitoring calories, counting carbohydrates and portion size of food eaten help reach
               blood glucose and weight goals
            E. Identify the carbohydrate , protein and fat components on a food label
            F. Other:

    III.    INCORPORATING PHYSICAL ACTIVITY INTO LIFESTYLE
            THE PARTICIPANT WILL BE ABLE TO:
            A. State the efficacy of a regular, safe physical activity program
            B. State the relationship of a physical activity program to blood glucose, medication and nutrition
            C. State the possible hypoglycemic effect of exercise during and up to 48 hours after exercise
            D. State the level of readiness to develop a personal activity plan
            E. Identify the need to carry a fast-acting sugar source, and/or plan exercise snacks based on blood
               glucose response to exercise and food
            F. Other:

    IV.     UTILIZING MEDICATIONS FOR THERAPEUTIC EFFECTIVENESS
            THE PARTICIPANT WILL BE ABLE TO:
            A. State medication they are using including dosage, time, compatibility to other drugs and food
               eaten
            B. Describe how the different oral hypoglycemic medication works and their effects towards their
               glucose control
            C. Describe onset, peak, duration, side effects of medication,
            D. Demonstrate the appropriate manual skills of insulin preparation, administration, injection site
               rotation, and sharps disposal
            E. Describe the correct storage of insulin
            F. Other:

    V.      PREVENTING (RISK REDUCTION), DETECTING, TREATING ACUTE AND CHRONIC
            COMPLICATIONS
            THE PARTICIPANT WILL BE ABLE TO:
            A. Define the ranges of euglycemic blood glucose levels and the benefits of near-normal glucose
               levels
            B. State the pathophysiology, signs, symptoms, prevention and treatment of hyperglycemia,
               hypoglycemia, cardiovascular disease, neuropathy, nephropathy and other diabetes-related
               complications
        C. Name and describe the different frequently scheduled laboratory tests and examinations used in
           early detection of different diabetes complications such as annual dilated eye exams, A1C test,
           urine protein checks and the action required of them based on the results
        D. List the different benefits of preventing uncontrolled clinical markers such as hemoglobin A1C
           level, fasting glucose, hyperlipidemia and blood pressure readings
        E. State that blood sugar control, smoking cessation, influenza/pneumococcal immunization, daily
           foot/dental/skin care, hypertension and weight control, can successfully reduce the risk of
           complications
        F. State the complications leading to diminished sexual health state and list what can be done about
           it.


VI.     MONITORING BLOOD GLUCOSE/URINE KETONES AND PROBLEM SOLVING SKILLS TO
        IMPROVE
        DIABETES CONTROL
        A. State purpose of testing blood glucose and urine ketones
        B. State frequency of testing, record keeping, use of result and appropriate times to contact health
           care provider using the NHB Diabetes Action Plan
        C. Describe the correct use of the blood glucose monitors, its accuracy, quality control check, source
           for technical assistance and trouble shooting skills required in maintaining their glucometer
        D. Describe the situation when to test for serum or urine ketones and the required action based on
           the result
        E. Other:


VII.    INCORPORATING APPROPRIATE PSYCHOSOCIAL ADAPTATION
        THE PARTICIPANT WILL BE ABLE TO:
         A. Identify the common psychosocial pathways taken after diabetes is diagnosed
        B. Describe the emotional tasking and the disease-specific tasking processes after diagnosis
        C. Describe the appropriate change processes in relation to the stages of change and different
            support system. Goal-setting exercise for short and long term goals
        D. Discuss the different feelings involved, health beliefs, cultural habits and tradition/values relative
            to diabetes self-care
        E. Describe the available assistance in the Diabetes Management Program designed to help
            overcome psychosocial barrier in diabetes self-management


VIII.   INTEGRATING THE LEARNED DIABETES SELF-MANAGEMENT SKILLS INTO DAILY LIFE
           THE PARTICIPANT WILL BE ABLE TO:
           A. Describe the different steps in writing a successful and realistic goal-setting process
           B. Identify the healthy lifestyle (behavioral) changes needed to ensure good diabetes control
           C. Identify factors and barriers that prevent behavioral change
           D. State how to use the NHB Diabetes Action Plan, Diabetes Individual Care Plan and the Sick
              Day Plan
           E. Identify at least 3 community and internet diabetes resources including the American
              Diabetes Association (ADA) web site and the NHB Adult Diabetes Support Group
           F. Achieve a higher grade in the post-test compared to their pre-test score
           G. State the diabetes care planned visit process based on the diabetes severity level
           H. State all the recommended steps for disaster preparedness
           I. Identify sources and steps that can be taken when there is discrimination based on Diabetes

								
To top