For this portion of your practicum, discuss in depth how health care technology, the coordination of care, and the use of community resources can be applied to address the problem. Consider the following questions to help guide your exploration of these aspects of the problem and make the most of your time:

Preparation
For this portion of your practicum, discuss in depth how health care technology, the coordination of care, and the use of community resources can be applied to address the problem. Consider the following questions to help guide your exploration of these aspects of the problem and make the most of your time:

– Technology
• Do they use a device, such as a blood pressure cuff, pulse oximeter, or glucose monitor,
to monitor the problem?
• Have they used a smartphone app to help manage the problem?
• Would telehealth be an option to help manage the problem?
• Are any websites used to obtain more information about the problem?

– Care Coordination and Community Resources
• Have home care, physical therapy, dialysis, or other types of care been used to manage
the problem?
• Is transportation available to travel to problem-related appointments?
• Have support groups been helpful in addressing the problem?
• Have religious institutions been helpful in managing the problem?
Report on your experiences during the second 2 hours of your practicum.
• Whom did you meet with?
o What did you learn from them?
• Comment on the evidence-based practice (EBP) documents or websites you reviewed.
o What did you learn from that review?
• Share the process and experience of exploring the effect of the problem on the quality of care, patient safety, and costs to the system and individual.
o Did your plan to address the problem change, based upon your experiences?
o What surprised you, or was of particular interest to you, and why?

Instructions
The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.
• Analyze the impact of health care technology on the patient, family, or population problem.
o Cite evidence from the literature that addresses the advantages and disadvantages of specific technologies, including research studies that present opposing views.
o Determine whether the evidence is consistent with technology use you see in your nursing practice.
o Identify potential barriers and costs associated with the use of specific technologies and how those technologies are applied within the context of this problem.
• Explain how care coordination and the utilization of community resources can be used to address the patient, family, or population problem.
o Cite evidence from the literature that addresses the benefits of care coordination and the utilization of community resources, including research studies that present opposing views.
o Determine whether the evidence is consistent with how you see care coordination and community resources used in your nursing practice.
o Identify barriers to the use of care coordination and community resources in the context of this problem.
• Analyze state board nursing practice standards and/or organizational or governmental policies associated with health care technology, care coordination, and community resources and document the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
o Explain how these standards or policies will guide your actions in applying technology, care coordination, and community resources to address care quality, patient safety, and costs to the system and individual.
o Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of technology, care coordination, and community resources.
o Explain how nursing ethics will inform your approach to addressing the problem through the use of applied technology, care coordination, and community resources.
o Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
• Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
• Apply APA style and formatting to scholarly writing.
Additional Requirements
• Format: Format your paper using APA style. APA Style Paper Tutorial [DOCX] is provided to help you in writing and formatting your paper. Be sure to include:
o A title page and reference page. An abstract is not required.
o Appropriate section headings.
• Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
• Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
• Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.

Please base it off the essay below:
Introduction
Diabetes, a chronic condition affecting millions globally, arises when the body either fails to produce enough insulin (Type 1) or cannot effectively utilize the insulin it produces (Type 2). This leads to elevated blood glucose levels, which, if left unmanaged, can result in severe complications such as cardiovascular diseases, kidney failure, and neuropathy. Effective management requires a holistic approach that includes medication, lifestyle modifications, regular monitoring, and patient education (Elendu et al., 2023). This paper examines Type 2 Diabetes Mellitus (T2DM) as a health issue impacting a specific population of individuals and families, analyzing it through the lenses of leadership, collaboration, and policy. It also offers evidence-based recommendations and strategies to enhance practice and improve outcomes.
Identification of the Patient, Family, or Group
This paper aims to explore the current state of treatment and management for adult patients with Type 2 diabetes mellitus (T2DM), with a particular focus on underprivileged populations and the disparities they face in healthcare, education, and access to resources. These individuals often struggle to manage their condition due to financial constraints, low health literacy, and insufficient social support (Alsaedi & McKeirnan, 2021). As a result, they are more likely to experience poor glycemic control, increasing their risk of diabetes-related complications. Nurses working with this population play a critical role in enhancing patient self-management by providing tailored education and access to essential resources.
Relevance to Nursing Practice
Diabetes is a significant focus in nursing practice due to its high prevalence and the critical role nurses play in managing chronic conditions. Nurses are responsible for ensuring the implementation of a patient’s care plan through initial and follow-up assessments, providing lifestyle guidance, and empowering patients to engage in self-management, which is essential for effective diabetes control. They also play a key role in patient education, helping individuals develop the knowledge and skills needed to manage their blood sugar levels (Alshammari et al., 2021). With the complexities involved in managing Type 2 diabetes mellitus (T2DM), baccalaureate-prepared nurses are uniquely positioned to deliver evidence-based, comprehensive care that improves patients’ quality of life.
Analyzing Evidence-Based Practices
Evidence-based nursing interventions for managing Type 2 diabetes mellitus (T2DM) emphasize empowering patients through structured diabetes self-management education (DSME) programs. DSME equips patients with essential skills for managing their condition, such as self-monitoring blood glucose levels, understanding medications, and making dietary adjustments (Kolb, 2021). By developing individualized care plans, nurses can provide tailored support that incorporates best practices, including lifestyle modifications and medication adjustments. This personalized approach ensures that nursing interventions are centered on optimizing glycemic control and minimizing the risk of diabetes-related complications, ultimately improving patient outcomes and quality of life.
Evaluating Evidence and Barriers
When evaluating evidence, the reliability of studies plays a critical role in guiding clinical practice. Peer-reviewed research, including randomized controlled trials and cohort studies, is widely regarded as the gold standard for assessing the effectiveness of interventions (Steeger et al., 2021). However, implementing evidence-based practices often faces challenges such as patient noncompliance, low health literacy, and insufficient access to necessary resources. These barriers can hinder the successful application of proven interventions, reducing their overall effectiveness. Nurses must identify and address these obstacles to create tailored strategies that align with patients’ unique needs and circumstances. For instance, simplifying complex medical information into easily understandable terms can improve health literacy, while connecting patients with community resources can alleviate financial and logistical constraints. By addressing these barriers, nurses can foster greater patient engagement, improve adherence to care plans, and ultimately enhance health outcomes for the underprivileged population.
Nursing Standards and Policies
Nursing standards, such as those established by the American Diabetes Association (ADA), offer clear, evidence-based guidelines for managing diabetes and minimizing complications. Research shows that patient-focused educational sessions, combined with regular checkups conducted by nurses, significantly improve the quality of life for individuals with diabetes (Dailah, 2024). Policies promoting team-based care, where nurses collaborate with other healthcare providers, have proven effective in reducing hospital readmissions and improving glycemic control. These standards and policies not only encourage compliance with healthcare procedures but also ensure consistency in delivering high-quality diabetes care across various settings. Additionally, such frameworks empower nurses to take a proactive role in patient education, fostering greater understanding and self-management among patients. By aligning practice with these standards, healthcare teams can achieve better long-term outcomes and reduce the burden of diabetes-related complications.
Role of Nursing Theory
Dorothea Orem’s Self-Care Deficit Nursing Theory plays a crucial role in guiding nursing interventions for effective diabetes management. The theory emphasizes the nurse’s role in helping patients perform self-care activities when they are unable to do so independently due to health challenges such as diabetes (Isik & Fredland, 2021). By identifying patient needs and providing education on self-care practices, nurses can empower patients to take control of their health. This theoretical framework encourages nurses to create interventions that support patients in making informed, autonomous decisions about their care. Implementing Orem’s theory can improve patient outcomes by fostering greater self-management and reducing the risk of complications. Additionally, it can help prevent illness by promoting proactive health behaviors, while also reducing hospital readmissions through improved adherence to self-care routines and early intervention when issues arise.
Impact of Policies and Standards
State board nursing standards and organizational policies are essential in guiding the management of diabetes care. Recent studies have shown that structured diabetes self-management education (DSME) led by nurses, results in improved patient outcomes, including better blood glucose control and fewer hospitalizations. The successful implementation of American Diabetes Association (ADA) guidelines has proven effective in ensuring compliance with care standards, thereby providing patients with the personalized treatment they need (Association, 2020). By following these standards, nurses can help improve long-term outcomes for individuals with diabetes, especially in managing complications and alleviating the overall impact of the disease. This structured approach also fosters a more consistent, patient-centered care model, promoting better health and reducing healthcare costs over time.
Local, state, and federal policies are crucial in determining the accessibility and quality of diabetes care. Federal programs such as Medicare and Medicaid play a vital role in providing necessary diabetes management services, including accessible glucose monitoring and affordable medications for low-income individuals (Chehal et al., 2022). State-level initiatives, such as diabetes prevention programs, focus on addressing community-level risk factors to reduce the incidence of Type 2 diabetes. However, gaps in care persist, especially in underserved communities, necessitating continuous policy advocacy by nurses to ensure equitable access to resources and care for all individuals with diabetes. These disparities disproportionately affect low-income populations, rural areas, and minority communities, emphasizing the need for systemic reforms. Nurses are pivotal in tackling these challenges through advocacy, aiming to influence legislation and healthcare policies that ensure fair access to resources and services. This includes advocating for affordable insulin, expanding telehealth services to reach remote populations, and promoting culturally sensitive educational programs. By leading these efforts, nurses can help bridge the care gap, ultimately improving health outcomes for all individuals living with diabetes.
Proposed Leadership Strategies
Effective leadership is crucial in managing Type 2 diabetes, as it fosters an environment that prioritizes patient-centered care and encourages interprofessional collaboration. Healthcare managers and leaders should embrace transformational leadership approaches that inspire the healthcare team to continuously pursue knowledge, empower patients, and adopt evidence-based practices. Furthermore, strong leadership supports system-level advocacy for solutions, such as expanding coverage for diabetes care programs and addressing disparities in vulnerable populations (Egede et al., 2022). In doing so, leaders can guide healthcare providers and patients toward improved diabetes management and ensure the sustainability of care models.
Collaboration in diabetes care involves a multidisciplinary approach, with nurses, dietitians, endocrinologists, and other healthcare providers working together to create personalized care plans. Effective communication methods, such as the ‘teach-back method’ and the use of simple language, are essential in helping patients understand their medication regimens. Nurses also serve as the bridge between patients and other healthcare workers, facilitating communication between healthcare teams and families to address the unique needs of each patient (Alshammari et al., 2021). By fostering a collaborative and transparent communication environment, patients are more likely to adhere to their treatment plans, leading to improved health outcomes.
Implementing change management strategies is essential for enhancing diabetes care and adapting to new technologies and practices. By applying Lewin’s Change Management Model, nurses can introduce innovations such as continuous glucose monitoring or adjustments in telehealth practices through the structured phases of unfreezing, changing, and refreezing. Successful implementation requires effective communication and collaboration with both patients and staff to address resistance and foster positive changes, ensuring the long-term adoption of new practices (Dailah, 2024). Change strategies should be regularly evaluated, with feedback from both patients and providers used to refine and sustain improvements, as well as to incorporate new strategies for continuous progress.
Conclusion
In conclusion, managing T2DM requires a multifaceted approach that includes patient education, evidence-based practices, collaborative care, and effective leadership. Nurses play a pivotal role in supporting patients, especially underserved populations, by enhancing self-management skills and ensuring that care plans are followed. The integration of nursing theories, such as Orem’s Self-Care Deficit Nursing Theory, helps nurses empower patients to take control of their health, improving their overall well-being and reducing the risk of complications. Furthermore, adherence to established nursing standards and policies, along with continuous policy advocacy, is crucial in ensuring equitable access to resources and reducing healthcare disparities. As healthcare continues to evolve, effective leadership, teamwork, and the adoption of new practices, such as telehealth and continuous glucose monitoring, are key strategies for improving diabetes care, preventing illness, and reducing hospital readmissions. Through these combined efforts, nurses can significantly enhance diabetes management and outcomes for individuals living with the condition.
References
Alsaedi, R., & McKeirnan, K. (2021). Literature Review of Type 2 Diabetes Management and Health Literacy. Diabetes Spectrum, 34(4), 399–406. https://doi.org/10.2337/ds21-0014
Alshammari, M., Windle, R., Bowskill, D., & Adams, G. (2021). The role of nurses in Diabetes care: a Qualitative study. Open Journal of Nursing, 11(08), 682–695. https://doi.org/10.4236/ojn.2021.118058
Association, A. D. (2020). 1. Improving care and Promoting health in populations: Standards of Medical Care in Diabetes—2021. Diabetes Care, 44(Supplement_1), S7–S14. https://doi.org/10.2337/dc21-s001
Chehal, P. K., Selvin, E., DeVoe, J. E., Mangione, C. M., & Ali, M. K. (2022). Diabetes and the fragmented state of US health care and policy. Health Affairs, 41(7), 939–946. https://doi.org/10.1377/hlthaff.2022.00299
Dailah, H. G. (2024). The Influence of Nurse-Led Interventions on Diseases Management in Patients with Diabetes Mellitus: A Narrative Review. Healthcare, 12(3), 352. https://doi.org/10.3390/healthcare12030352
Egede, L. E., Ozieh, M. N., Campbell, J. A., Williams, J. S., & Walker, R. J. (2022). Cross-Sector collaborations between health care systems and community partners that target health Equity/Disparities in diabetes care. Diabetes Spectrum, 35(3), 313–319. https://doi.org/10.2337/dsi22-0001
Elendu, C., Amaechi, D. C., Elendu, T. C., Ashna, M., Ross-Comptis, J., Ansong, S. O., Egbunu, E. O., Okafor, G. C., Jingwa, K. A., Akintunde, A. A., Ogah, C. M., Edeko, M. O., Ibitoye, A. V., Ogunseye, M. O., Alakwe-Ojimba, C. E., Omeludike, E. K., Oguine, C. A., Afuh, R. N., Olawuni, C. A., . . . Aborisade, O. (2023). Heart failure and diabetes: Understanding the bidirectional relationship. Medicine, 102(37), e34906. https://doi.org/10.1097/md.0000000000034906
Isik, E., & Fredland, N. M. (2021). Orem’s Self-Care Deficit Nursing Theory to Improve Children’s Self-Care: An Integrative Review. The Journal of School Nursing, 39(1), 6–17. https://doi.org/10.1177/10598405211050062
Kolb, L. (2021). An effective model of diabetes care and education: the ADCES7 Self-Care BehaviorsTM. The Science of Diabetes Self-Management and Care, 47(1), 30–53. https://doi.org/10.1177/0145721720978154
Steeger, C. M., Buckley, P. R., Pampel, F. C., Gust, C. J., & Hill, K. G. (2021). Common methodological problems in randomized controlled trials of preventive interventions. Prevention Science, 22(8), 1159–1172. https://doi.org/10.1007/s11121-021-01263-2