Diabetes patient
Reason for Referral: Carole Lund a 44 year old, mixed Native American and European descent, and a new mother. She is concerned that she is not recovering from gestational diabetes.
Situation:
Carole is here with her daughter, Kassandra, who is 10 weeks old. Carole was diagnosed with gestational diabetes at week 30 of her pregnancy. She has carefully logged her blood glucose since the diagnosis and it shows 150-200 fasting, over 200 following meals.
Assessment
Q- what diabetes treatments did you receive during your pregnancy?
A- Well, they gave me a glucometer, so I started using that. I could see right away that the way I was eating was a problem; I would usually work straight through the day and then have one big meal in the evening, and that was making my numbers bounce all over. So I set alarms on my laptop, so three times a day I would get interrupted, have a small meal, take a short walk, and then test my blood sugar. That helped. And then I stopped drinking juice and soda, which I should have done years ago, and that helped too. But I don’t think my numbers improved as much as my OB/GYN wanted them to, but she said my blood sugar should return to normal after delivery.
Q-Did your obstetrician advise you to take insulin during your pregnancy?
A- She did, yeah, and we talked about it. I don’t like the idea of being dependent on a drug. I called my mother. She’s still on the reservation, so she called the elders, and we all agreed that injecting my body with an animal hormone was a bad idea. But then the doctor told me that they make synthetic insulin now, but that means it’s made in a laboratory somewhere, and I’m not sure that’s any better. By then I was in my third trimester, and all the tests said Kassandra was big but healthy, so I thought we would just ride it out. It was supposed to clear up after she was born. But it hasn’t, and I know you must be careful having a baby my age. I want to do what’s best, but I don’t want to believe that insulin is my only option.
Q-Are there any challenges in your life that you think maybe interfere with your ability to follow a treatment plan?
A- It’s harder now than it was before she was born. It’s just the two of us in the apartment, which is wonderful, but I don’t remember the last time I had a good night’s sleep. A lot of my work is freelance, so I make my own hours, but that also means if I’m not working, I don’t get paid. I had family help while I was recovering from the C-section, and they helped cook healthy meals for me, and kept me on my schedule. Now it’s all on me — work, caring for my daughter, and managing my blood sugar. If I fall behind on anything, it will be looking after my health.
Q-Do you have any other concerns you would like to have addressed?
A- I worry about Kassandra. She’s healthy and perfect, but I know that she’s at a greater risk for developing Type 2 Diabetes. I want to do whatever I can to reduce that risk, to care for her, and as she grows, to teach her how to care for herself.
Based on the above patient information follow the following guidelines to complete the paper
Integrate relevant evidence from 3–5 current scholarly or professional sources to support your assertions.
Part 1: Concept Map
· Develop a graphical concept map for the patient based on the best available evidence for treating your patient’s health, economic, and cultural needs.
. Many organizations use the spider style of concept maps (see the Taylor and Littleton-Kearney article for an example)..
. If a particular style of the concept map is used in your current care setting, you may use it in this assessment.
Part 2: Narrative Report
· Develop a narrative (2–4 pages) for your concept map.
· Analyze the needs of a patient and his or her family to ensure that the intervention in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle.
. Consider how your patient’s economic situation and relevant environmental factors may have contributed to your patient’s current condition or could affect future health.
. Consider how your patient’s culture or family should inform your concept map.
· Determine the value and relevance of the evidence you used as the basis of your concept map.
. Explain why your evidence is valuable and relevant to your patient’s case.
. Explain why each piece of evidence is appropriate for the health issue you are addressing and for the unique situation of your patient and the family.
· Propose relevant and measurable criteria for evaluating the outcomes the patient needs to achieve.
. Explain why your proposed criteria are appropriate and useful measures of success.
· Explain how you will communicate specific aspects of the concept map to your patient and the family in an ethical, culturally sensitive, and inclusive way. Ensure that your strategies:
. Promote honest communications.
. Facilitate sharing only the information you are required and permitted to share.
. Are mindful of your patient’s culture.
. Enable you to make complex medical terms and concepts understandable to your patient and his or her family, regardless of language, abilities, or educational level.
Additional Requirements
· Organization: Use the following headings for your Diabetes Patient Concept Map assessment:
. Concept Map.
. Patient Needs Analysis.
. Value and Relevance of the Evidence.
. Proposed Criteria for Patient Outcome Assessment.
. Patient and Family Communication Plan.
· Length: Your concept map should fit on one page (possibly a horizontal layout) and your narrative report will be 2–4 double-spaced pages, not including title and reference pages.
· Font: Times New Roman, 12 points.
· APA Format: Your title and reference pages must follow current APA format and style guidelines. The body of your paper does not need to conform to APA guidelines. Do make sure that it is clear, persuasive, organized, and well written, without grammatical, punctuation, or spelling errors. You also must cite your sources according to APA guidelines.
· Scoring Guide: Please review this assessment’s scoring guide. The requirements outlined above correspond to the grading criteria in the scoring guide, so be sure to address each point. In addition, you may want to review the performance-level descriptions for each criterion to see how your work will be assessed.
