Self-management education program
The goal of this study is to see how involvement in a self-management education program affects glycemic control, quality of life, emotional changes, and hospitalization rates in type 1 diabetes teens as described before. 15-18 years old.
Participants will get therapy in either normal care or a self-management education program. The self-management education program will be divided into six group sessions, each lasting two hours. For the next six months, the classes will be held on the first day of each month.
The basics of diabetes will be reviewed, as well as issues like a healthy diet, physical activity, managing sick days, stress reduction, emotional changes, and setting goals.
The usual care group will get care according to a conventional protocol, which may or may not include diabetes self-management education. Focusing on how the patient feels and listening to their needs.
-The approach of this study will focus on maintaining a healthy lifestyle, dealing with emotional changes, and a controlled and disciplined one. Avoid a sedentary lifestyle, instead indulge in more activities.
be disciplined in intake that may affect blood sugar levels.
List interventions that can be applied in this practice change.
good diet: Nutritional Plan
- Fruits and vegetables.
- Whole grains, such as whole wheat, brown rice, barley, quinoa, and oats.
- Proteins, such as lean meats, chicken, turkey, fish, eggs, nuts, beans, lentils, and tofu.
- Nonfat or low-fat dairy, such as milk, yogurt, and cheese.
- Emotional Support
-physical activity that can help the subject:
- Walking
- Cycling
- Swimming
- Team sports
- Aerobics
- Weightlifting.
- Daily activities
- Group and personal support including emotional.
Entertainment
1. This project is intended to help teens with type 1 diabetes better control their blood sugar, improve their quality of life, and go to the hospital less often.
2. Glycemic control, quality of life (as measured by the Diabetes Quality of Life scale), emotional changes (as measured by the Depression, Anxiety, and Stress scale), and hospitalization rates will all be judged by HbA1c levels.
3. Type 1 diabetic teenagers will have the option of enrolling in a self-care program or receiving standard care. The self-management education program will consist of six two-hour group sessions.
Classes will begin on the first of every month for the next six weeks. Diabetes basics will be covered, as well as healthy eating, physical activity, sick days, stress management, dealing with emotional changes, and goal setting.
Those in the usual care group will receive standard care, which may or may not include diabetes education, depending on the circumstances.
4. The HbA1c test and the Diabetes Quality of Life scale will be used to assess blood sugar control. The Depression, Anxiety, and Stress Scale will be used to assess people’s emotional changes. The frequency of hospitalization will be determined by reviewing hospitalization records.
5. The project’s success will be determined by the differences in HbA1c levels, quality of life, emotional changes, and hospitalization rates between groups receiving self-management education and those receiving standard care.
6. Teens with type 1 diabetes who have poor blood sugar control, a low quality of life, and frequent hospitalizations are far more likely than teens who have better blood sugar control, a higher quality of life, and a lower hospitalization rate.
7. To determine whether the intervention was effective, compare changes in HbA1c levels, quality of life, emotional changes, and hospitalization rates between the self-management education group and the usual care group.
The intervention was deemed successful if the group that learned to care for themselves outperformed the group that received standard care.
8. The differences in HbA1c levels, quality of life, emotional changes, and hospitalization rates between the self-management education group and the usual care group can be used to determine whether the intervention was successful.
If the self-management education group outperforms the usual care group, the intervention was deemed successful.
1. It is anticipated that the completion of this project will lead to improvements in the glycemic control, quality of life, and hospitalization rates of adolescents who have type 1 diabetes.
The significance of these findings lies in the fact that they are all connected to the problem of poor glycemic control, low quality of life, and high hospitalization rates in adolescents and young adults who have type 1 diabetes.
2. HbA1c levels, glycemic control, quality of life, emotional changes (measured using the Depression, Anxiety, and Stress scale), and hospitalization rates will be used to assess outcomes. These outcomes were chosen because they are all directly related to the discovered problem and can be measured objectively.
3. The goal is to assign type 1 diabetes adolescents at random to either a self-management program or standard medical care. The self-management education program will be divided into six 2-hour group sessions. Regular class sessions will resume on the first of every month for the remainder of the academic year.
This lesson will go over the fundamentals of diabetes as well as a variety of related topics like eating a healthy diet, exercising, dealing with sick days, reducing stress, adapting to emotional shifts, and goal setting.
The “usual care” group will be treated according to the standard protocol, which may or may not include diabetes education, depending on the protocol’s specifics.
This design was chosen by the researchers because it allows them to compare the two groups and determine whether or not the self-management education program was effective.
4. The HbA1c test will be utilized in order to evaluate glycemic control, the Diabetes Quality of Life scale will be utilized in order to evaluate quality of life, the Depression, Anxiety, and Stress scale will be utilized in order to evaluate emotional changes, and hospitalization records will be utilized in order to evaluate hospitalization rates.
These particular instruments were chosen because of their ability to produce reliable and consistent findings.
5. The difference in HbA1c levels, quality of life, emotional changes, and hospitalization rates that occur between the group that received self-management education and the group that received usual care will be used to validate the successful completion of the project.
If the group that received education on self-management performed better than the group that received standard care, then the intervention could be considered a success.
6. The identified problem of inadequate glycemic control, inadequate quality of life, and high hospitalization rates in adolescents diagnosed with type 1 diabetes is connected to the anticipated outcomes of improved glycemic control, quality of life, and lower hospitalization rates.
These outcomes were selected due to the fact that they all have an impact on the lives of adolescents living with type 1 diabetes.
7. In order to determine whether or not the intervention was successful in bringing about change, comparisons were made between the self-management education group and the usual care group regarding changes in HbA1c levels, quality of life, emotional changes, and hospitalization rates.
If the group that received education on self-management performed better than the group that received standard care, then the intervention could be considered a success.
8. When looking at the changes in HbA1c levels, quality of life, emotional changes and hospitalization rates between the self-management education group and the usual care group, it is important to note that the self-management education group should have better outcomes than the usual care group in order for the intervention to be considered successful.
This is because the self-management education group will have received more education and support in managing their diabetes, which should lead to better glycemic control, quality of life, and reduced hospitalization rates.
If the self-management education group does not have better outcomes than the usual care group, it could be due to a number of factors, such as poor adherence to the self-management education program, lack of support from family and friends, or underlying health problems that make it difficult to control diabetes.
