Education Protocol for Type II Diabetes Mellitus

Education Protocol for Type II Diabetes Mellitus by Raegan Quandt MSN, Walden University, 2012 BSN, Wichita State University, 2009 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University November 2018 Abstract Diabetes mellitus is one of the leading causes of death in the United States, contributing to rising health care costs and increased morbidity and mortality rates. Researchers demonstrated that aggressive heath measures involving ongoing diabetes selfmanagement education are paramount in minimizing associated complications of diabetes. The management and prevention of diabetes is not standardized and providers within a health clinic in Illinois reported challenges in providing self-management education during scheduled patient appointments due to limited resources and time. The purpose of this DNP project was to develop a clinical practice guideline to be used by all providers within the health care clinic for the management of Type 2 diabetes. The goal of the developed guideline was to optimize the time providers spend with patients diagnosed with diabetes and improve the consistency and quality of education and care. The health promotion model provided a guide for the development of the practice guideline. The method and design of this DNP project involved extensive research, literature review, evidence grading, and development of an evidence-based practice guideline for Type 2 diabetes management. A selected team of 3 diabetes expertsDiabetes mellitus is one of the leading causes of death in the United States, contributing to rising health care costs and increased morbidity and mortality rates. Researchers demonstrated that aggressive heath measures involving ongoing diabetes selfmanagement education are paramount in minimizing associated complications of diabetes. The management and prevention of diabetes is not standardized and providers within a health clinic in Illinois reported challenges in providing self-management education during scheduled patient appointments due to limited resources and time. The purpose of this DNP project was to develop a clinical practice guideline to be used by all providers within the health care clinic for the management of Type 2 diabetes. The goal of the developed guideline was to optimize the time providers spend with patients diagnosed with diabetes and improve the consistency and quality of education and care. The health promotion model provided a guide for the development of the practice guideline. The method and design of this DNP project involved extensive research, literature review, evidence grading, and development of an evidence-based practice guideline for Type 2 diabetes management. A selected team of 3 diabetes experts appraised the developed guideline using the AGREE II instrument, and guideline usability was evaluated by nurse practitioners within the medical clinic using a 10-item questionnaire. Results of the appraisal confirmed the high quality, feasibility, and usability of the developed guideline for diabetes self-management education and support. Improving the delivery of care can bring about positive social change by improving health outcomes in individuals with Type 2 diabetes and reducing morbidity and mortality rates. Education Protocol for Type II Diabetes Mellitus by Raegan Quandt MSN, Walden University, 2012 BSN, Wichita State University, 2009 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University November 2018 Dedication I dedicate this project to my beloved husband, Eric Quandt, who provided me with endless love and support throughout the DNP program and this project. His dedication, patience, and ongoing encouragement contributed to the completion and success of my DNP project. I hope that someday I can reciprocate the constant support and love he provided me throughout this journey. Acknowledgments I extend my sincere appreciation and gratitude to the individuals who assisted me in completing my DNP project. Without the guidance, time, dedication, and support from each of you, completing the proposal would have been impossible. I would like to extend my deepest thanks: To my DNP project faculty advisor, Dr. Linda Matheson, for her continuous dedication, guidance, prompt feedback, time, and endless support and encouragement throughout the completion of this proposal. To my DNP project preceptor for his ongoing support, commitment, time, and direction through this journey.