Management of Diabetes

Diabetes: Self-Management Programs
The management of diabetes is one of the biggest health problems that low-income, racial, and ethnic minority communities face. Diabetes that is not well controlled can cause various consequences, such as heart disease, stroke, blindness, and kidney failure (Wang et al., 2019). The cost of treating these consequences can significantly lower patients’ quality of life. The issue is the absence of appropriate diabetes self-management education programs for many low-income, racial, and ethnic minority communities. These communities cannot access these programs due to a lack of financial resources or geographic restrictions, even though they give patients the knowledge and skills they need to control their diabetes effectively.
For low-income, racial, and ethnic minority populations, the lack of access to efficient diabetes self-management education programs can have significant repercussions. Programs for diabetes self-management education give patients the information and abilities they need to control their diabetes effectively (Wang et al., 2019). These programs assist patients in managing their blood sugar levels, maintaining a nutritious diet, and getting regular exercise, all of which lower the risk of diabetic complications. The development and implementation of efficient diabetes self-management education programs available to low-income, racial, and ethnic minority groups must be a joint effort by healthcare leaders, policymakers, and community organizations to solve this issue.
Additionally, it will be crucial to study how well these initiatives work with low-income, racial, and ethnic minority communities. The access challenges that these people confront and the most efficient methods for creating and implementing successful programs can both be learned from this research. Based on this research, programs that can help improve the health outcomes of minority populations can be planned and implemented, and their results shared. Strong leadership, teamwork, and communication will be needed to determine the needs of these populations and create programs that specifically address them.
Moreover, to solve the issue of poor access to diabetes self-management education programs in low-income, racial, and ethnic minority communities, change management and policy will be essential. Healthcare executives must set an example in implementing these programs and ensuring they are successful. In contrast, policymakers must create and enforce legislation that supports these programs’ creation and implementation.
Peer Reviewed Data
With an emphasis on success in low-income, racial, and ethnic minority communities, there is a wide range of data from peer-reviewed literature and professional sources that describes and directs nurse actions connected to diabetes self-management education programs. This research reveals that these programs can help patients control their diabetes. Still, it is crucial to remove several access hurdles to ensure that low-income, racial, and ethnic minority populations can benefit from these programs.
One study published in the Journal of Advanced Nursing indicated that diabetes self-management education programs successfully enhanced health outcomes for low-income, racial, and ethnic minority populations (Bindman, 2016). The study used a randomized controlled trial to evaluate the effects of these programs on health outcomes. Results showed that participants who received diabetes self-management education had significantly better glycemic control, blood pressure control, and cholesterol levels than those who did not.
Another study found that diabetic self-management education programs successfully enhanced health outcomes for low-income, racial, and ethnic minority groups with HIV. This study is available in the Journal of the Association of Nurses in AIDS Care. The study employed a mixed-methods approach that included both quantitative and qualitative data to evaluate the effects of these programs on health outcomes (Centers for Medicare & Medicaid Services, 2016). Participants who received diabetes self-management education had significantly better glycemic control, blood pressure control, and cholesterol levels than those who did not.
Applying pertinent, clear criteria is crucial when assessing the research on diabetes self-management education programs with a focus on their efficacy in low-income, racial, and ethnic minority communities. The study’s design, sample size, and level of proof are a few examples of these criteria. For instance, research with bigger sample sizes is more likely to yield credible results; randomized controlled trials are considered the gold standard for assessing the efficacy of therapies.
When assessing the evidence on diabetes self-management education programs in low-income, racial, and ethnic minority communities, it is crucial to consider various possible barriers to evidence-based practice. Access to these programs may be restricted, patients and healthcare professionals may lack specific knowledge and skills, and linguistic and cultural hurdles may also exist (Wang et al.,2019). Applying theoretical guiding frameworks that can aid in overcoming these obstacles and encouraging the adoption of evidence-based approaches will be essential to resolve these barriers. To address the complex issues that affect access to diabetes self-management education programs in low-income, racial, and ethnic minority populations, for instance, the Social Ecological Model, which emphasizes the significance of taking into account the multiple levels of influence on health behaviors, may be helpful.
Programs for diabetes self-management education may help enhance health outcomes for low-income, racial, and ethnic minority populations, according to evidence from peer-reviewed literature and professional sources (NCSBN, n.d.). It is vital to remove several access barriers to ensure these initiatives are successful for these populations. Nursing actions can receive support from the best available evidence to encourage the adoption of efficient diabetes self-management education programs in low-income, racial, and ethnic minority populations by applying pertinent, unambiguous criteria and considering potential barriers to evidence-based practice.
Policy in Nursing Practice
Programs for diabetes self-management education with a focus on success in low-income, racial, and ethnic minority groups can be significantly impacted by State Board nursing practice standards and corporate or governmental policy (NCSBN, n.d.). These rules may affect the scope of nursing practice and nurses’ capacity to offer these populations effective care. The range of nursing practice about diabetes self-management education, for instance, may be defined by State Board nursing practice standards. These standards could outline the kinds of services that nurses can offer and may call for nurses to have a certain degree of education and training to provide them.
To deliver these services, nurses might also need professional training in diabetes self-management education. They might also be limited to offering particular forms of instruction, such as group classes or individual counseling. Organizational or governmental policies can also impact programs for diabetic self-management education. These policies may outline the kinds of services that organizations are allowed to offer, the staff members who are qualified to do so, and the rates at which those services are compensable. For instance, to provide diabetes self-management education services, organizations may need to have a specific number of certified diabetes educators on staff. They may also be limited to offering particular forms of education, such as group lessons or one-on-one counseling.
Moreover, these regulations may significantly affect nurses’ capacity to treat diabetic patients from low-income, racial, and ethnic minority communities. Nurses might be unable to offer the entire range of services these populations require if, for instance, administrative regulations or State Board nursing practice guidelines restrict the scope of nursing practice related to diabetes self-management education. These guidelines might make it more difficult for nurses to provide these groups with the best treatment, which could harm their health.
It will be crucial for nurses to collaborate with state nursing boards, organizations, and policymakers to create regulations that support the provision of efficient diabetes self-management education programs for low-income, racial, and ethnic minority populations to overcome these obstacles. This collaboration might entail pushing for modifications to nursing practice guidelines, collaborating with organizations to create regulations that support the delivery of these services, and working with legislators to develop rules that encourage accessibility to efficient diabetes self-management education programs for these groups. Nurses may make sure that low-income, racial, and ethnic minority populations have access to the resources they require to effectively manage their diabetes by adopting these steps.
Leadership strategies
Several leadership strategies are crucial for improving patient-centered care, outcomes, and patient experiences associated with the defined patient, family, or population problem of inadequate access to effective diabetes self-management education programs in low-income, racial, and ethnic minority populations. Among these strategies is the creation and implementation of laws that encourage the distribution of efficient diabetes self-management training courses to low-income, racial, and ethnic minority communities (Fischer, 2016). These strategies could entail collaborating with decision-makers to create regulations that support enrollment in these programs, funding for these programs, and training staff members who can deliver these services. Additionally, they could collaborate with neighborhood organizations to give low-income, racial, and ethnic minority populations access to programs that teach them how to manage their diabetes. This collaboration could entail working with organizations that support these communities, including community health centers, churches, or schools, to offer instruction and support in places that are practical and accessible for these people.
Additionally, they use powerful communication techniques to increase low-income, racial, and ethnic minority populations’ knowledge of and acceptance of diabetes self-management education programs. Ensuring educational resources and programs are appropriate for and accessible to these populations could entail utilizing language and cultural competency training. It could also entail using social media and other outreach initiatives to raise awareness and comprehension of these programs. It is also essential to also invest in the creation and implementation of programs that educate low-income, racial, and ethnic minority communities about diabetes self-management. Research on the efficacy of these programs in these populations might be necessary, and the findings could be crucial to inform program development and execution and assess these programs’ effects on health outcomes.
Concerning effective diabetes self-management education programs in low-income, racial, and ethnic minority populations, these leadership strategies can aid in improving outcomes, patient-centered care, and the patient experience. In tackling this issue, they can also help promote the crucial role of leadership and the necessity of cooperation, communication, and change management.

References
Bindman, A. (2018, March 8). AHRQ’s role in improving care for patients with multiple chronic conditions. LinkedIn. https://www.linkedin.com/pulse/ahrqs-role-improving-care-patients-multiple-chronic-andy-bindman?trk=mp-reader-card
Centers for Medicare & Medicaid Services. (2016, January 26). CMS releases a guide to preventing readmissions among racially and ethnically diverse Medicare beneficiaries. https://www.cms.gov/newsroom/press-releases/cms-releases-guide-preventing-readmissions-among-racially-and-ethnically-diverse-medicare
Fischer, S. A. (2016). Transformational leadership in nursing: A concept analysis. Journal of Advanced Nursing, 72(11), 2644–2653. https://doi.org/10.1111/jan.13049
NCSBN. (n.d.). Find your nurse practice act. https://www.ncsbn.org/policy-gov/npa-toolkit/npa.page
Wang, Y., Kung, L., Gupta, S., & Ozdemir, S. (2019). Leveraging big data analytics to improve quality of care in healthcare organizations: A configurational perspective. British Journal of Management, 30(2), 362–388. https://doi.org/10.1111/1467-8551.12332