Genetic Risk for Type II Diabetes Discussion

Genetic Risk for Type II Diabetes Discussion

Genetic Risk for Type II Diabetes Discussion

Question Description
I’m stuck on a Nursing question and need an explanation.

Rozana Ki

RE: Group A Practicum Discussion – Week 4

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COLLAPSE

WK4 Practicum Discussion

Identify one evidence-based behavior change that would promote health in your selected population.

Throughout this project, we have established that the Latino American/Hispanic population is at a greater genetic risk for type II diabetes. The CDC shines the light on certain cultural behaviors that can work to exacerbate this risk. With regards to food, Hispanic diets can be high in calories and fat, and during family celebrations, it may be considered impolite to turn down food. Weight and physical activity also play a role in the development of diabetes, and this population tends to be less physically active than others, and have higher rates of obesity – which may be seen as a sign of health in some Hispanic cultures (CDC, 2020).

Diet adjustments may be the hardest, most culturally-related behavior that can change the course of this disease. However, it requires information, guidance, and support to make successful adjustments. Exercise and weight management should follow closely to complement the patient’s dietary efforts. These important behavior realizations should be reinforced with the idea that with a prediabetes or a diabetes diagnose, both doctor and patient each have to do our part (Brunk et al, 2015).

Suggest one specific culturally sensitive, evidence-based, measureable intervention to address the health problem for your selected population.

With knowledge and understanding of how food choices affect the development and progression of diabetes, the population can begin to implement appropriate dietary changes that focus both on the glycemic content of foods and healthy portions. This information should be provided in the population’s primary language and list food choices that are common to them. Ongoing follow up and support for questions should also be offered over the course of a few months or so.

Think in terms of measuring outcomes. What outcomes would you expect to see once the intervention(s) are in place? Be specific.

After a few months of this initial educational/supportive initiative, a day clinic could be set up to offer point of care A1c checks and blood glucose monitoring. At this time, we would expect to see decreasing or stable A1cs and blood glucose readings that are consistent with A1cs ranging between 5.5 – 7.5%. At this time, education about A1c and blood glucose frequency and goals should also be provided in order to create a target the patient.

References

Centers for Disease and Control and Prevention (2020). Retrieved from https://www.cdc.gov/diabetes/library/features/hispanic-diabetes.html

Brunk, D. R., Taylor, A.G., Clark, M. L., Williams, I. C., & Cox, D. J. (2017). A Culturally Appropriate Self-Management Program for Hispanic Adults With Type 2 Diabetes and Low Health Literacy Skills. Journal of Transcultural Nursing, 28(2), 187–194.

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57 minutes ago

Ashton Galloway

RE: Group A Practicum Discussion – Week 4

COLLAPSE

Many studies have been done to identify ways to prevent childhood obesity which include developing healthy eating habits, limiting calorie-rich temptations, helping children stay active, reducing sedentary time and ensure adequate sleep (Centers for Disease Control and Prevention, 2020). Although prevention is key, not all families will be successful in preventing obesity in their children. Although this is a major problem across the country, I have found that I am underwhelmed with the number of resources available for parents and children.

The main goal of reducing childhood obesity is early identification and developing an individualized treatment plan. The easiest way to monitor your child’s health is to participate in a yearly visit to a physician. Physicians can help identify problems with children’s weight and rule out any underlying causes. Once the problem has been identified, treatment can begin. During my research, I found that families that participate in home-based interventions that target childhood obesity significantly helped reduce weight in overweight children. These home-based interventions focused on individual counseling on how to manage and control healthy food, increase physical activity, and avoid sedentary lifestyles (Pamungkas &Chamroonsawasdi, 2019). Being in a comfortable home environment can make parents and children feel more comfortable.

The current an approved method to measure outcomes of weight loss is to use Body Mass Index (BMI). After enrolling in the home-based interventions, further evaluation and monitoring can be done in 3, 6, and 9 months to monitor for improvement. If no improvement is being made, more support and education may be necessary.

Resources

Centers for Disease Control and Prevention. (August 17, 2020). Healthy Weight, Nutrition and Physical Activity: Tips for parents. Retrieved from https://www.cdc.gov/healthyweight/children/index.html

Chamroonsawasdi, K. and Pamungkas, R. (April 12, 2019). Home-Bases Interventions to Treat and Prevent Childhood Obesity: A systematic review and meta-analysis. Retrieved from https://www.mdpi.com/2076-328X/9/4/38/htm

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Genetic Risk for Type II Diabetes Discussion

Genetic Risk for Type II Diabetes Discussion

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Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
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Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
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For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
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Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
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Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

 

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