Name
Chamberlain University
NR-705: DNP Project & Practicum II
Prof. Name
Date
In adult patients diagnosed with Type 2 Diabetes (P), does the introduction of a structured diabetes self-management education (DSME) program (I), compared with traditional clinic visits (C), lead to improved glycemic control as measured by HbA1c levels (O) within a three-month timeframe (T)?
The chosen evidence-based intervention for this project is the application of a structured DSME program designed for adults living with Type 2 Diabetes. Research consistently highlights that DSME is highly effective in fostering patient self-care practices, improving adherence to prescribed medications, promoting healthier lifestyle behaviors, and lowering HbA1c values (Chrvala et al., 2016).
Unlike routine clinic consultations that often emphasize short-term monitoring, DSME empowers patients by offering continuous education, collaborative goal setting, and problem-solving strategies to promote long-term health management. Additionally, this approach encourages patients to actively participate in managing their diabetes, which enhances motivation and overall health outcomes.
The implementation of this intervention reflects the unique challenges identified at the project site, where a substantial number of patients present with uncontrolled diabetes. Reports indicate difficulties such as limited health literacy, nonadherence to treatment regimens, and inconsistent follow-up care. DSME directly addresses these concerns by offering structured guidance, practical tools for self-management, and enhanced patient support.
Moreover, the site’s population is diverse, and many patients face socioeconomic constraints that affect their ability to access care. By adopting DSME, the clinic can provide equitable access to education in both group and digital formats, ensuring inclusivity and better management of the chronic condition.
Careful consideration was given to available resources and associated costs. The DSME program can be delivered using the current workforce, which includes diabetes educators and nurses experienced in chronic illness management. Minimal investment is required for staff training and development of culturally appropriate educational materials.
The program’s design emphasizes group sessions and digital check-ins, which not only reduce costs compared to frequent one-on-one visits but also enhance scalability. These strategies allow for efficient utilization of staff time while ensuring patient engagement.
Securing stakeholder engagement was recognized as a vital component for program success. Meetings with clinic administrators, healthcare providers, and nursing teams were conducted to present research evidence supporting DSME’s effectiveness. The intervention gained strong support because it aligns with the clinic’s strategic goals of improving patient outcomes, reducing preventable hospital admissions, and promoting cost-effective care.
Patients were also consulted during the planning stage, and many expressed enthusiasm about receiving structured education in a supportive group setting. Their willingness to participate indicates that patient-centered design has been achieved.
The DSME program will be launched in a phased manner to allow for smooth adoption and evaluation:
| Phase | Activities | Timeline |
|---|---|---|
| Phase 1 | Staff training and preparation of culturally sensitive patient education materials | Weeks 1–2 |
| Phase 2 | Patient recruitment and initiation of DSME group education sessions | Weeks 3–6 |
| Phase 3 | Ongoing monitoring of HbA1c levels, patient feedback, and data collection | Weeks 7–12 |
This structured rollout ensures careful monitoring and provides opportunities to identify and address challenges early.
Successes
Strong engagement and collaboration from stakeholders.
High level of patient interest and readiness to participate.
Presence of qualified diabetes educators already working at the site.
Challenges and Barriers
Limited physical space within the clinic for group-based sessions.
Potential scheduling conflicts with patients’ work and family obligations.
Requirement for multilingual and culturally tailored education materials to serve a diverse population.
Planned Solutions
To address these challenges, the project team is exploring the use of virtual sessions, flexible scheduling options (including evenings and weekends), and development of educational resources in multiple languages to ensure accessibility for all patients.
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 Counseling, 99(6), 926–943. https://doi.org/10.1016/j.pec.2015.11.003
