Complication of diabetes mellitus in schools

Complications of Diabetes Mellitus in Schools





Complication of diabetes mellitus in schools

Education is said to be the key to success in life and therefore, should be well managed to make sure that is effective and efficient at all times. However, the stakeholders of the school who are the students, teachers, parents and the staff may lead to its failure. Terminal diseases in the current world and time have no age or gender thus affects all individuals and who are the same stakeholders of the school institution. Diabetes is one of the most common diseases in the schools affecting all the stakeholders in one or the other way. It is true that individuals who for the first time find out about their health condition will be frustrated, confused and thus require a diabetic educator at hand. The educator will be in a position to explain the most important details they need to know about the disease and at the same time educate them on how to control the serve complication of diabetes. An educator should, therefore, be able to simplify the use of the prescription, monitor the glucose level, plan the meal balances for the patient and be perfect in the overall management of the disease. A lesson, therefore, with the learners will require that the self-care educational programs turn out positive.

Diabetes mellitus is a metabolic disorder where the blood sugar levels remain high for a long period. It is more so a chronic disease that is obtained from the heritage genes or could be from the inefficient insulin production by the body (Powers et al., 2017). Such failures result in increased glucose in the blood, therefore, damaging the functional body system. The most come symptoms of the disease is the frequent thirst for water, more urination and individuals get hunger after very few hours. In a school setting, the lesson topic will be helpful to the teachers, students as well as the member staff who work from in the school area. First, it is important to note that the diabetes is not as general; therefore, the individuals who suffer should be well-taken care of by the school together with the parents at home. I also intend to reach the parents whose children are victims of this condition together with those others so that they are educated in advance. It will only be possible by teaching the children and the teachers who will then transfer this education to their parents in return. The reason I choose the setting of the topic to be the school is that students are affected directly or indirectly. Therefore, it should be well managed to make sure that the child experiences no difficulties with paying attention to the lessons in class, remembrance, organization, and other skills and more importantly it does not affect the speed of processing. Additionally, it will affect the time management for the students as at times they will miss their classes due to the frequent appointments for their health checkups.

Secondly, the other learners at hand are the teachers who happen to interact with children with the diabetic condition. Nonetheless, the teacher could be the victim thus will affect the students in one way or the other in terms of missing their lessons due to the appointments they have. They may also experience reducing self-esteem due to the emotional feeling such as depression and so forth (Zimmet et al., 2016). Parents could also be affected by the disease thus affecting the emotional connection between the child and the parent to the extent of depression for both the child or the parent. Therefore, it is important that we address the issue of diabetes mellitus in a school setting as it affects all the stakeholders of the school directly. It is very critical to handle such a topic in the school setting to help solve some of the complications that arise from the disease.

Describe the educational setting: staff development, patient education family education

The educational setting this kind of a topic could be the hospital and rather a clinical environment as well as the classrooms in the school. It entails the patient education which is done in the clinical environment as it is the most appropriate area for teaching all the affected individuals together so that they feel cared for by the society. Patients should be gathered through a formal meeting called upon by the healthcare facilities to enhance education in the clinical environment. This way they will be able to express and pour out their fears to the professionals who are training them on the condition (Beck et al., 2017). For instance, in a group the ill students and the healthy students it very difficult for the ill students to express what they go through as they may feel ashamed or maybe feel an outcast of the society. But with the groups separated the outcome of the interaction will be more beneficial than it would be with the two groups together. Furthermore, a group with the staff members together with the parents should be formed to discuss on matters pertaining how the ill group of students, parents and teachers should be helped manage the complications that come along with the disease.

In school setting, the professional are forced to have all the groups together as separating them will create the sense of secretion by the ill group. However, this will be where the professional teachers are very careful placing all the groups on the right foot. A chronic disease, in general, requires that people be taught on how to handle the ill individual to give them an ease time to overcome the conditions. Essentially, the teachers in a school where several students suffer from diabetes mellitus should be taught on how to handle such a student’s to maximize their results. Mishandling of such students will case failure to the students and eventually trouble to both the student and the society as a whole.

Learners’ assessments; educational level developmental level readiness to learn.

The learners who in this case are the students, teachers, parents and the staff will be assessed with the results of diabetic students in school, commitment and self-esteem for teachers and the support to treatment by the parents to their students. Diet prescriptions by the doctors should be followed which could be assessed by the level of the insulin in the body (Vallon, 2015). A test shall be run on the ill diabetic individuals to tell on the progress of the project to help these individuals. The readiness to learn in the high school and the college level is very high as people have become health conscious and have taken it upon themselves to learn how diabetes could be prevented and more so controlled. Students who here would be less concerned to learn about the complications of diabetes mellitus now know the essence of this kind of education. This is because they have experienced family members or classmates with the condition thus gain the courage to learn how they should be well taken care of.

Purpose and rationale for selecting the topic

Diabetes mellitus is of two types that is the type 1 and the type 2 diabetes mellitus. The type 1 mellitus is where the pancreas fails to secrete insulin which is important for removing the sugars from the body. This type of mellitus is commonly developed in the children and the young adults who are still in schools. With such a development in the health sector, it is, therefore, essential that it is well addressed through education to create awareness of the disease and at the same time give some guidelines on how it should be addressed. The other type of diabetes mellitus is the type 2 diabetes which results due to the failure of the body to respond to the insulin produced (Chrvala et al., 2016). This is also most common among the adults and is currently widely spreading to the adolescents. Thus, the rationale for this topic is to give hope to those students, parents and teachers who feel that all hope is lost because of becoming a patient of diabetes mellitus. It will help solve the most common incidents of failure to show up for check due to many personal reasons which are solved by interacting.

The philosophical or theoretical basis for teaching approaches used in the lesson

The philosophical basis for the teaching approaches is a form of instruction thus making the learning and education of two different things. Learning is internal which therefore create an understanding of why things happen the way they do. While on the other hand, teaching is a public activity which is mostly influenced by the sociological conditions of the learner (McGaghie, 2015). It will, therefore, be important that I turn the learner’s mind to the topic at hand by choosing the best philosophical teaching approach. In the lesson, I will in most instances apply the invitational theory as one of the educational frameworks which are keen to observe the human value, their ability as well as the responsibility they hold. Here the learner will be invited to the topic to develop their full potential of understanding the complications of diabetes mellitus. In this theory, the aspect of respect, trust, positive thinking and intentionality should be first acquired by the learners. For this to be effective, I will be required to find a way to invite the learners to the topic in the most wonderful meals. Furthermore, the leaners could introduce themselves further other than just having them say their name. It will promote their connections to the educator by all means thus gaining their trust. This way a warm environment is created which then invites them to intentionally provide them with a chance to learn about the intended topic. As a professional in the nursing environment, I will be able to provide details about the disease which will result in positive outcomes for all the involved stakeholders.


In conclusion, education on the topic of diabetes mellitus complication should be widely spread to create awareness. Professional educators in the nursing field should therefore take it upon their selves to make sure that all the stakeholders in a school setting perform their role in educating them. This will enable manage the disease and live a healthy life as those who are already healthy.


Beck, J., Greenwood, D. A., Blanton, L., Bollinger, S. T., Butcher, M. K., Condon, J. E., … & Kolb, L. E. (2017). 2017 National standards for diabetes self-management education and support. The Diabetes Educator43(5), 449-464.

Chrvala, C. A., Sherr, D., & Lipman, R. D. (2016). Diabetes self-management education for adults with type 2 diabetes mellitus: a systematic review of the effect on glycemic control. Patient education and counselling99(6), 926-943.

McGaghie, W. C. (2015). Mastery learning: it is time for medical education to join the 21st century. Academic Medicine90(11), 1438-1441.

Powers, M. A., Bardsley, J., Cypress, M., Duker, P., Funnell, M. M., Fischl, A. H., … & Vivian, E. (2017). Diabetes self-management education and support in type 2 diabetes: a joint position statement of the American Diabetes Association, the American Association of Diabetes Educators, and the Academy of Nutrition and Dietetics. The Diabetes Educator43(1), 40-53.

Vallon, V. (2015). The mechanisms and therapeutic potential of SGLT2 inhibitors in diabetes mellitus. Annual review of medicine66, 255-270.

Zimmet, P., Alberti, K. G., Magliano, D. J., & Bennett, P. H. (2016). Diabetes mellitus statistics on prevalence and mortality: facts and fallacies. Nature Reviews Endocrinology12(10), 616.

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