Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different type of diabetes than you did. Provide recommendations for alternative drug treatments and patient education strategies for treatment and management.

ANSWER

DM

In your post, you exhaustively described Type 2 diabetes manifestation, which is highly experienced during adulthood when the body inadequately utilizes insulin. Lifestyle choices, diet, nutrition, and physical activity play a direct role in the onset and management of type 2 diabetes. It forms a source of essential patient education, therapy, and counseling as part of the treatment and management of the disease (Richardson, 2014). In addition to metformin drugs, an alternative drug would be sulfonylureas. It is a group of anti-diabetic drugs, including glyburide, glipizide, glibenclamide, and glimepiride. Sulfonylureas drugs help the body secrete increased volumes of insulin while lowering blood sugar accumulation by about 20% (Wexler, 2019). It best works in diabetic patients not displaying overweight signs, where the use of metformin is contraindicated and is diagnosed as an inadvisable form of treatment, as well as if metformin is seen inadequate to realize sufficient control of glycemic. Drug administration is twice in a day, and dosing is usually low. For instance, glibenclamide is administered at 2.5 mg while glimepiride at 2mg (Sola & Rossi Luca, 2015). Higher doses of more than 10mg, especially glibenclamide, are inadvisable and highly avoided for effective and improved glycemic control. Side effects are tolerable, with the most common being effects of hypoglycemia, which is most severe among older patients treated with glibenclamide (65 Years +).

Patient education is mostly based on diet, physical activity or exercising, and living with the disease effectively. These areas are essential in managing type 2 diabetes. Patient education strategies to integrate include offering interactive learning, where patients use visuals, demonstrations, role-plays, and groups in addition to lectures and personal or one-on-one teaching (Bradshaw & Hultquist, 2016). Moreover, technological strategy and tools are essential due to their convenience in illustrations, visuals, and the sharing or storage of educational materials such as exercise, nutrition plans, glucose monitoring, prescription knowledge, and psychological issue management necessary for disease management and reference.

References

Bradshaw, & Hultquist, B. L. (2016). Innovative Teaching Strategies in Nursing and Related Health Professions. New York: Jones & Bartlett Learning.

Richardson, G. C. (2014). Nurse practitioner management of type 2 diabetes. The Permanente journal, Vol 18(2), e134–e140. https://doi.org/10.7812/TPP/13-108.

Sola, D., & Rossi Luca, G. P. (2015). Sulfonylureas and their use in clinical practice. Archives of Medical Science, Vol 11(4), pp: 840–848.

Wexler, D. J. (2019, May 30). Patient education: Type 2 diabetes: Treatment (Beyond the Basics). Retrieved from https://www.uptodate.com/contents/type-2-diabetes-treatment-beyond-the-basics#H4