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Aaron's Diabetes Management (Patient Concerns ("What causes…

- - - - Symptoms include: increased thirst, polyuria, fruit smelling breath, dry mouth, weakness, confusion, abdominal pain, fatigue, blurred vision, headache, nausea, vomiting, coma (Mayo Clinic, 2015)
      - High plasma glucose concentration >11 mmol/L (Mayo Clinic, 2015)
    - - Low plasma glucose concentration (<4 mmol/L) (Nursing Central, n.d.)
      - Symptoms include: headache, confusion, heart palpitations, anxiety, irritability, pale skin, fatigue, sweating, hunger (Mayo Clinic, year)
  - - - Educate about having regular meals and snacks, or eating according to a meal plan. Educate about eating three meals per day at regular times and space meals no more than six hours apart. Educate about following Canada's Food Guide. Educate about limiting sugars, sweets, and high-fat food. Educate about eating more fiber (Diabetes Canada, 2013)
        
        Educate about the use of the "Handy Portion Guide" (Diabetes Canada, 2005)
    - - Educate the patient and the caregiver on the importance of achieving 150 minutes of moderate to vigorous intensity aerobic exercise each week (30 minutes for five days of the week) (Diabetes Canada, 2013)
    - - Monitor blood glucose
        
        Educate recognize signs of low and high blood glucose. Educate on the importance of managing blood glucose on sick days, such as checking for blood glucose every 2-4 hours (Diabetes Canada, 2013).
        
        Educate on the treatment for low blood glucose (eat or drink a fast-acting carbohydrate, approximately 15 grams, like a cup of juice. Wait 15 minutes and test again.
        
        Educate on the treatment for high blood glucose, such as adjusting meal plan, physical activity levels, and insulin dose (Diabetes Canada, 2013).
      - Administering Insulin
        
        Educate about the types of insulin available and the corresponding onset, peak, duration, and timing of injection, the number of insulin injections per day,and the dose of insulin needed with each injection. Education about insulin pens, mixing insulin, and the pros and cons to each insulin injection site. Education about the storage of insulin and sharps disposal (Diabetes Canada, 2013).
        
        Educated about utilizing a self-monitoring blood glucose tool, which helps to outline how frequently blood glucose should be checked (Diabetes Canada, 2013)
        
        Educate the patient and caregiver on the benefits of creating a goal calendar, where they can plan out when they are going to prescribe insulin and when they are going to check blood glucose (Diabetes Canada, 2013)
        
        Educate the patient and caregiver on the benefits of creating an action plan for diabetes management (Diabetes Canada, 2013)
    - - "Me, Myself, and My Diabetes Team" provides tracking tools that can help patients keep track of their numbers and diabetes care, discuss needs and goals, write out any questions, listen to the members of the diabetes care team, write down information learned during visits (Diabetes Canada, 2013)
      - Increased education and contact with diabetes management team; 24-hour telephone services are available for any questions (Diabetes Canada, 2013)
    - - Involve other caregivers like patient's teacher, school nurse, babysitter, or another guardian. Instruct the other caregivers to be positive and supportive to boost self-esteem. Avoid describing blood glucose as “good” or “bad”, instead, use “target”, “high” and “low” (Diabetes Canada, 2013). Remember to converse about other important things in their lives, such as school, sports, and social events (Diabetes Canada, 2013)
      - Provide other caregivers with a schedule of blood glucose monitoring time and insulin requirements, a meal and snack plan, and contact information for emergency situations (Diabetes Canada, 2013)
    - - Identify reasonable tasks that the patient can do for themselves, such as picking the finger to be tested and reading the numbers on the meter. This allows children to become more independent and take on a more dominant role in their care (Diabetes Canada, 2013).