course material

1. [From 10$/Pg] Dmse Sessions Would Also
[From 10$/Pg] Dmse Sessions Would AlsoHow do you anticipate integrating this role into
your current or future career?As a DNP-prepared nurse, I hope to be employed in an
educational role. I would love to teach graduate-level nurses. Closer to retirement, I plan on
conducting and assisting in research projects. DNP scholars and leaders are able to
“integrate nursing theory and scientific principles from the social sciences to guide nursing
practice for the complex patient and family conditions in a variety of settings” (Sherrod and
Goda, 2016).Compare faculty DNP-prepared nurse educator activities to the activities of the
clinical DNP-prepared nurse educator in a healthcare organization or to mentoring or
education activities of the DNP-prepared healthcare systems leader.DNP academic nurse
educators develop skills and should be very competent in teaching, research,
communication, and ethics (Mikkonen et al., 2018; Ziatanovic et al., 2017). The DNP-
prepared nurse educator can bridge the nursing faculty shortage, all while bridging the gap
between service and practice that is lacking in today’s healthcare (Meonna-Quinn and
Genova, 2019). The DNP nurse educator and the academic nurse educator are both qualified
to improve quality and services and standardize practices that increase quality
outcomes.Part II: For Case Study StudentsPractice Question in PICOT FormatFor adult
patients with type 2 diabetes at a primary care clinic, will the implementation of a Diabetes
Self-Management Education and Support (DSMES) Program, compared to current practice,
impact fasting blood sugar and self-management in 8-10 weeks?Use the bullet points as
headings.What creative solutions can address the barriers and/or optimize the facilitators?
You are receiving push-back and resistance from the frontline staff. Share briefly what you
hear from the front lines of nurses as they are doing their best to cope with the current
pandemic or another environmental event. How can you lead nurses to cope with these
changes?As the magnitude of diabetes continues to rise and create a burden on the
healthcare system, vital solutions are imperative to address this national practice problem.
Implementation of the diabetic self-education management program plays a vital role in
empowering patients to accept self-management activities. The acknowledgment of barriers
such as fear of the unknown, inadequate family support, intentional nonadherence, lack of
motivation and exercise, poor socioeconomic status, low-income level, misinformation of
the peers, and poor perception of nutritional therapy is essential to decrease the burden of
diabetes places on the healthcare system (Han et al., 2017; Mogre et al., 2019; Onwudiwe et
al., 2017). Diabetic instruction is feasible via word of mouth by healthcare professionals
(registered nurses, dieticians, physicians), peer-led groups, Weblogs, web-based media, and

2. telephone conferences/calls with healthcare professionals (Rasoul et al., 2019; Shen et al.,
2017; Wu et al., 2013).Awareness and acknowledgment, combined with general,
individualized education on disease management, consequences, risk reduction, lifestyle,
and nutritional changes are key factors in reducing the prevalence of the practice problem
(Mogre et al., 2019; Onwudiwe et al., 2011). Onwudiwe et al. (2011) and Kayyali et al.
(2019) both note that limited health education and literacy from health care providers and
peers were substantial in comparison to Vitger et al. (2017) who reported that the internet
was the first or second preference if the information was needed.Currently, I work at an
urgent care. When COVID initially started, there was an influx of patients that wanted
testing and treatment. Due to the increased patient volume, “there was not enough time” for
adequate care. Time, limited resources, and being short-staffed have been the biggest
complaintYou are continuing to conduct your formative evaluation for intervention fidelity
and provide feedback. What are you learning about project implementation?Project
implementation must have effective and clear communication. Strong communication skills
enable you to better interact with patients and teammates and are essential for improved
healthcare outcomes. Listening skills with receptive body language is equally as important
to patients and colleagues.Are there reminders or practice prompts you can develop and
provide at this time to support intervention fidelity? If so, what are the reminders or
practice prompts and how do you believe they can help?Intervention fidelity is the
continual assessment and monitoring of the reliability and validity of your study. Strategies
that would ensure intervention fidelity would be to standardize the training that is given to
my colleagues. Participant evaluation of the understanding of the information and the
ability to utilize the skills that are taught during the DMSE sessions would also ensure
fidelity. In your simulated case study project, are you able to collect the data you need? If
not, what are the barriers, and what do you need to do to ensure that you will have the data
to evaluate the success of the project implementation? Can the data be more easily
documented and/or obtained?Yes, data will be collected in patients’ logbooks during the
DSME sessions. Data will include weekly weights and fasting blood glucose levels. Barriers
that I perceive to happen will be patient’s not keeping up with their logbooks or a delay in
the documentation. To combat this, I could offer weekly callbacks to patients to ensure that
they are documenting in their logbooks daily to present at the next session.References:Han,
L., Ma, Y., Wei, S., Tian, J., Yang, X., Shen, X., Zhang, J., & Shi, Y. (2017). Are home visits an
effective method for diabetes management? a quantitative systematic review and meta-
analysis. Journal of Diabetes Investigation, 8(5), 701–708.
https://doi.org/10.1111/jdi.12630Links to an external site.Kayyali, R., Slater, N., Sahi, A.,
Mepani, D., Lalji, K., & Abdallah, A. (2019). Type 2 Diabetes: how informed are the general
public? A cross-sectional study investigating disease awareness and barriers to
communicating knowledge in high-risk populations in London. BMC public health, 19(1),
138. https://doi.org/10.1186/s12889-019-6460-7Menonna-Quinn, D., & Genova, T. T.
(2019). The DNP-prepared nurse as an educator. Fast Facts for DNP Role Development.
https://doi.org/10.1891/9780826136855.0007 Mikkonen, K., Ojala, T., Sjögren, T.,
Piirainen, A., Koskinen, C., Koskinen, M., Koivula, M., Sormunen, M., Saaranen, T., Salminen,
L., Koskimäki, M., Ruotsalainen, H., Lähteenmäki, M. L., Wallin, O., Mäki-Hakola, H., &

3. Kääriäinen, M. (2018). Competence areas of health science teachers—A systematic review
of quantitative studies. Nurse Education Today, 70, 77–86. Mogre, V., Johnson, N. A.,
Tzelepis, F., & Paul, C. (2019). Barriers to diabetic self‐care: A qualitative study of patients’
and healthcare providers’ perspectives. Journal of Clinical Nursing, 28(11-12), 2296–2308.
https://doi.org/10.1111/jocn.14835Links to an external site.Onwudiwe, N. C., Mullins, C. D.,
Winston, R. A., Shaya, F. T., Pradel, F. G., Larid, A., & Saunders, E. (2011). Barriers to self-
management of diabetes: A qualitative study among low-income minority diabetics.
Ethnicity & Disease, 21, 27–32.Rasoul, A. M., Jalali, R., Abdi, A., Salari, N., Rahimi, M., &
Mohammadi, M. (2019). The effect of self-management education through weblogs on the
quality of life of diabetic patients. BMC Medical Informatics and Decision Making,19(1).
doi:10.1186/s12911-019-0941-6Shen, H., Wang, Y., & Edwards, H. (2017). Can a
community-based peer-led diabetic self-management program be effective: 12-week
evaluation. Journal of Clinical Nursing,26(11-12), 1621-1631. doi:10.1111/jocn.13526Wu,
S. F., Liang, S. Y., Lee, M. C., Yu, N. C., & Kao, M. J. (2014). The efficacy of a self-management
program for people with diabetes, after a special training program for healthcare workers in
Taiwan: a quasi-experimental design. Journal of clinical nursing, 23(17-18), 2515–2523.
https://doi.org/10.1111/jocn.12440Zlatanovic, T., Havnes, A., Mausethagen, S. (2017). A
research review of nurse teachers’ competencies. Vocations and Learning, 10, 201–233.