Practice Problem Question Essay
Do type 2 diabetes patients receiving diabetes self-management Education (DSME) patient education, compared to type 2 diabetes patients receiving regular health education programs, show improved diabetes self-management behavior after two months?
The evidence-based intervention is diabetes self-management education.
The study article is Effects of an Outpatient Diabetes Self-Management Education on Patients with Type 2 Diabetes in China: A Randomized Controlled Trial by Zheng et al. (2019). The evidence-based intervention in this study is diabetes self-management education to improve diabetes self-management behavior.
The specific patient population that would benefit from this intervention is type 2 diabetes patients living in low-resource settings. The outcome specific to the evidence-based intervention is improved diabetes self-management activities. The activities would be seen by improvement in behavior measurable through the problem areas in the diabetes scale, HbA1c tests, and postprandial 2h blood glucose.
The outcomes were measured using questionnaires before and after the intervention. Knowledge and awareness of diabetes self-management activities were recorded before and after the intervention. The outcomes were measured after the intervention, after which the comparison was made to determine the effectiveness of DSME in the intervention group.
The practice question can be implemented in a healthcare practice setting, specifically in a health promotion program on diabetes management. According to Adu et al. (2019), diabetes self-management education has effectively reduced diabetes complications, related costs, and the quality of life for diabetes patients. Similarly, this intervention, by focusing on self-management behavior, would help reduce diabetes complications and improve life quality.
Furthermore, it is critical to consider the barriers to diabetes self-management and thus address them in diabetes self-management education programs. Some barriers to diabetes self-management include inadequate knowledge and understanding, self-management implementation challenges, and cultural barriers (Saunders, 2019). Diabetes self-management education programs can improve knowledge and understanding of diabetes management and reduce self-management implementation challenges. Additionally, care providers are trained to overcome cultural barriers by delivering culturally sensitive programs, thus addressing the challenge and enhancing care outcomes for diabetes patients.
Adu, M. D., Malabu, U. H., Malau-Aduli, A. E., & Malau-Aduli, B. S. (2019). Enablers and barriers to effective diabetes self-management: A multi-national investigation. PloS one, 14(6), e0217771. https://doi.org/10.1371/journal.pone.0217771
Saunders, T. (2019). Type 2 diabetes self-management barriers in older adults: an integrative review of the qualitative literature. Journal of gerontological nursing, 45(3), 43-54. https://doi.org/10.3928/00989134-20190211-05
Zheng, F., Liu, S., Liu, Y., & Deng, L. (2019). Effects of an outpatient diabetes self-management education on patients with type 2 diabetes in China: a randomized controlled trial. Journal of Diabetes Research, 2019. https://doi.org/10.1155/2019/1073131
The purpose of this discussion is to demonstrate your understanding of the practice question in a practice change project.
Using your selected practice problem, the appraised quantitative research study used in Week 1, and the evidence-based intervention from the Week 1 research study, write a one-sentence practice question.
Use the format tool (PICOT), Johns Hopkins Individual Evidence Summary Tool, and the quantitative research study used in Week 1 to determine if your practice question is feasible in a practice setting.
Identify the evidence-based intervention from the study.
Identify the specific patient population who would benefit from this intervention in a practice setting.
Identify the outcomes specific to the evidence-based intervention.
Describe all biophysiological measures, any surveys or questionnaires, and the timing the outcomes were measured. As an example, were the outcomes measured every other week?
Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Link (webpage): DNP Discussion Guidelines
Links to an external site.
This discussion enables the student to meet the following course outcomes:
Analyze research and non-research data for the purposes of critical appraisal and judgment of evidence for translation into practice. (POs 1, 3, 5, 7, 9)
Formulate an emerging practice question focusing on the evidence-based intervention to influence practice outcomes. (POs 1, 3, 4, 5, 6, 7, 9)