Akash Alexander, Pharm. D, BCPS, CDE, is the Assistant Professor of Pharmacy Practice, LIU Pharmacy, and Ambulatory Care Clinical Pharmacist, Mount Sinai Beth Israel. Dr. Alexander is an example of a healthcare worker who epitomizes public health. As part of experiential rotations for Doctor of Pharmacy students during their five week rotation, Dr. Alexander and the rotating students take part in one social justice outreach event. He is also in charge with establishing clinical pharmacy services at his practice which would provide training opportunities for his final year Pharm. D students and PGY- 1 Pharmacy residents. One of his most recent project is the Diabetes Self- Management Education program (DSME) which focuses on patient education. …show more content…
This requires an immediate need for proper patient education and awareness. Dr. Alexander’s Diabetes Self- Management Education program (DSME) is developed to address this problem. DSME targets uncontrolled diabetic patients with an A1c of 7-10. Initial assessments include reconciling their prescription and non-prescription medications, evaluating their current self-care behaviors pertaining to exercise, nutrition, foot inspections, tobacco and alcohol use, and also assessing their concept and comprehension of diabetes. A patient-directed measurable goal and an educational goal is established. Patients are followed up via telephone 1-2 weeks after each visit to keep them accountable to their patient-directed measurable goal. Educational goals are targeted at the next follow-up visit. After the initial visit, patients can attend 1:1 DSME sessions with the educator or attend group classes with other patients, facilitated by …show more content…
For example, the educator partners with other physicians and medical staff for patient referrals to the program. Thus, they serve as a sounding board for the development of this program. The educator attends a series of meetings with providers and administrators at his practice in order to develop a pharmacy proposal and a model of care for his patients. The educator is also in constant collaboration with the nutritionist or dietician in order to develop an individualized dietary plan for the patients. Additionally, the educator’s position as an Assistant Professor affords him the opportunity to build a practice which serves as training sites for pharmacy students and
Sarah should determine the LPN’s knowledge base regarding the current patient cases she is responsible in caring for. For instance, the LPN may have extensive knowledge regarding the care of the diabetic patient and may be able to provide patient education to them on her own. However, Sarah should still assess the LPN’s knowledge regarding the teaching and may be able to advise the LPN of specifics to educate on. Additionally, Sarah should still speak with the diabetic patient and assess their understanding of the teaching and serve as a resource for any questions the patient might
Diabetes education is a structured education and self-management (at diagnosis and regularly reviewed and reinforced) to promote awareness. Diet and lifestyle, healthy diet, weight loss if the person is overweight, smoking cessation, regular physical exercise. Maximizing glucose control while minimizing adverse effects of treatment such as hypoglycemia. Reduction of other risk factors for complications of diabetes, including the early detection and management of hypertension, drug treatment to modify lipid levels and consideration of antiplatelet therapy with aspirin. Early intervention for complications of diabetes,, including cardiovascular disease, feet problems, eye problems, kidney problems and neuropathy.
Journal of Continuing Education in Nursing, 44(9), 406. doi:10.3928/00220124-20130617-38. Torpy, J. M. (2011). The 'Standard' Diabetes. Jama, 305(24), 2592 pp.
Diabetes Programs: The Scripps Whittier Diabetes Institute Experience. Curr Diab Rep Current Diabetes Reports, 14(2). Doi:10.1007/s11892-013-0462-0
...tionally, I intent to assess knowledge of newly diagnosed patient at the time of diagnosis and six month after attended the education plan. In doing this, it will enable me to assess how much knowledge has been gained from the education programmed and indirectly will shows how effective is the program. Speight & Bradely (2001) in their research, identified knowledge deficits were apparent in patients where they used ADKnowl (Audit of Diabetes Knowledge version 1998) (appendix) tool to assess patient knowledge. They further stressed, assessment of knowledge provides a useful starting point for individualised continuing education for patients and allows educational resources to be targeted appropriately. The AdKnowl tool needs to be modifified according to local community culture, believe and knowledge so that it will be the version that suit to use in my setting.
The care plan is composed of the right food, exercise and medication (Mayo Clinic Staff, 2014). The person needs to know what type of foods affects their blood sugar levels and most of the time the patient is sent to a nutritionist to follow a diabetic diet. The patient needs to keep track of a food log to discuss later with the doctor or nurse on the next appointment (Mayo Clinic Staff, 2014). An exercise regimen also helps to keep the sugar levels balanced. It is important to keep an exercise schedule that will help the person to keep an exercise routine in accord with the medications and meals. It is very important to stay dehydrated and to keep track of the blood sugar levels (Mayo Clinic Staff, 2014). The medications are to lower the blood sugar levels. It is very important to store the insulin properly, check the expiration date and double check the dose before administration. The person will need to report to the doctor if the blood sugar gets too low or still high, because the doctor might need to adjust the dosage or timing. Also, it is important for the doctor to know if the person is taking medications for other conditions, because that will help the doctor to prescribe the correct medication for the person (Mayo Clinic Staff,
I pleased to apply to the PharmD program as the program is one area that corresponds to my career dreams. Being part of this program gives one the opportunity to gain an excellent experience in working and collaborating with various health care providers in the ward. But more importantly, it facilitates a practical environment in dealing more closely with patients. Hence, it helps to provide the ultimate health care services to patients. Also, it permits me to carry on gaining different knowledge, skills, and values in addition to those I have already developed during my undergraduate studies. My interest in being a clinical pharmacist was first aroused during my SPEP rotation in the hospital setting where I was really impressed with the role of clinical pharmacists who provide a consistent process of patient care with healthcare teams to maintain the appropriateness, effectiveness and safety of the medication use. Unlike a pharmacist, a clinical pharmacist has a more diversified responsibilities and closeness to direct patient care. Moreover, provides
This relates strongly with my long term professional goals. In the long run, I really wish to help as many people as I can by advancing pharmacy. It is a dream to be able to go to a developing country or be part of an organization such as the World Health Organization and spread the knowledge of pharmacy and bring h...
Interestingly no significant differences were identified between the experimental and comparison groups in terms of knowledge, adaptation, and program satisfaction. However, diabetes self-care activities significantly improved (p = .02) for the experimental group (p. 316).
Diabetes education has been known to be an essential component of diabetes treatment since the early 1900s. In recent years, diabetes education has become an integral part of diabetes treatment (Piccinino et al, 2015). The 2012 National Standards for Diabetes Self-Management Education (DSME) defines education as an exchange of knowledge, tools and practices that will address
The research will be used to update medical-surgical nurses on techniques and protocol for effective patient education in the management of type 2 diabetes. The impact on healthcare, in general, from this information increases the responsibility of the nurses for effective patient education and follow-ups. The greater in-depth patients are educated on the disease process, as well as, the combination of healthcare collaborations and patient self-management, the results can potentially decrease the amount of patients hospitalized each year due to elevated glucose level complications.(Nelson-Slemmer, 2014; Murtha, 2015) The financial burdens, both institutionally and patients individually, can be reduced by prevention education. Early interventions of the progression of Type 2 Diabetes, will also impact the financial affliction of long-term complications and comorbidities that can occur. (Murtha, 2015) Interprofessional education is beneficial and can provide the specialized education needed to successfully educate patients on managing type 2 Diabetes Mellitus. Additional collaborations are helpful in providing, across the board, care management to the patients. Patients who keep a diabetes care journal, track and monitor glucose levels, document nutritional intake and medication regimen have higher success rate in managing their diabetes outcomes. (Nelson-Slemmer, 2014) Providing this information to all healthcare practitioners allows individualization and accurate adjustments for their plan of treatment. The changes being made can reduce patients’ anxiety and depression about the diagnosis due to lack of knowledge and understanding. Providing the information and resources available to help patient understand and cope with the diagnosis is important. The patient needs to be
My former clinical instructor has DM1, and she taught us about carbohydrate counting, the importance of exercise, and what keeping up with insulin does. We did a carbohydrate counting project that we presented to the nurses and then to the patients. We made sure to an...
Norris SL, Lua, J, Smith SJ, Schmid CH & Engelgau, MM 2002, ‘Self- Management Education for Adults With Type ‘Diabetes’, Diabetes Care, Vol. 25 no.7, July, pp.1159-1171.
Polonsky, W.H (2006). ’Encouraging effective self-management in diabetes.’ In: k101 An introduction to health and social care, resources, Block 3, pg19, Milton Keynes, The open university.
Diabetes is a common disease, which can be a serious, life-long illness caused by high levels of glucose in the blood. This condition is when the body cannot produce insulin or lack of insulin production from the beta cells in the islet of Langerhans in the pancreas. Diabetes can cause other health problems over time. Eye, kidneys, and nerves can get damaged and chances of stroke are always high. Because of the serious complications, the purposes of teaching a plan for diabetes patients are to optimize blood glucose control, optimize quality of life, and prevent chronic and potentially life-threatening complications.