This document provides information about insulin basics and insulin care tasks at school. It defines key terms like target range, basal insulin, and bolus insulin. It describes the different types and methods of insulin delivery and factors that influence dosing like food intake and blood glucose levels. The document explains that students' insulin needs will be outlined in their diabetes medical management plan and that dosing may include carb ratios, correction doses, or both depending on the individual student."
This document provides information for school personnel on hypoglycemia (low blood sugar) management for students with diabetes. It defines hypoglycemia and outlines signs and symptoms of mild, moderate, and severe cases. Treatment for mild and moderate hypoglycemia includes consuming 15 grams of fast-acting carbohydrates. Severe hypoglycemia requires glucagon injection and emergency medical care. The document also discusses hypoglycemia prevention through blood sugar monitoring, insulin administration, and meal planning aligned with physical activity. It stresses the importance of having an individualized diabetes medical management plan and maintaining open communication between parents and school.
The document summarizes a randomized study comparing basal-bolus insulin therapy to sliding scale regular insulin for managing hyperglycemia in non-critically ill patients. The study found that 66% of patients treated with basal insulin glargine plus bolus insulin glulisine were within the glucose target of 140 mg/dL, compared to 38% of patients treated with sliding scale regular insulin. Basal-bolus therapy provides more effective glycemic control with no increase in hypoglycemia. The document then provides details on calculating and adjusting basal and bolus insulin doses.
This document provides information for school personnel about diabetes care tasks at school. It begins with learning objectives about understanding what diabetes is, why care is required at school, basic components of care, and consequences of diabetes. It then defines the two main types of diabetes, type 1 and type 2, their symptoms, causes, and management. The document emphasizes that diabetes is a constant process requiring insulin/medication, physical activity, food intake, and blood glucose monitoring. It describes routine and emergency care needs and the roles of school nurses and trained staff in meeting those needs. It also outlines the Diabetes Medical Management Plan developed by a student's health care team to guide individualized care implementation.
This document provides information for school personnel on diabetes care tasks at school. It defines diabetes as a condition where the body does not properly make or use insulin. It explains the two main types of diabetes - type 1 which requires daily insulin and usually develops in childhood, and type 2 which is more common in adults but increasingly seen in youth. The document outlines diabetes management as a constant balancing of insulin, food intake, physical activity, and blood glucose monitoring. It states that while students will manage most routine care, all may require emergency assistance, and defines the roles of school nurses, parents and trained staff in implementing individualized Diabetes Medical Management Plans for students with diabetes.
This document provides information for school personnel on diabetes care tasks at school. It defines diabetes as a condition where the body does not properly make or use insulin. It explains the two main types of diabetes - type 1 which requires daily insulin and usually develops in childhood, and type 2 which is more common in adults but increasingly seen in youth. The document outlines diabetes management as a constant balancing of insulin, food intake, physical activity, and blood glucose monitoring. It states that while students will manage most routine care, all may require emergency assistance, and designates the school nurse as the coordinator of diabetes care with training of other staff to assist as needed. It emphasizes the importance of a Diabetes Medical Management Plan created by the student's health
This document provides information for school personnel on managing hyperglycemia or high blood glucose levels in students with diabetes. It defines hyperglycemia and its potential symptoms from mild to severe. The risks of hyperglycemia include diabetic ketoacidosis and long-term health complications if not properly treated. School staff should follow students' Diabetes Medical Management Plans for checking blood glucose levels, administering insulin, and monitoring for signs of hyperglycemia in order to prevent and treat high blood sugar episodes according to the plan's guidelines. The document outlines causes, prevention strategies, and accommodations needed to support students' diabetes care at school.
This document provides information about insulin basics and insulin care tasks at school. It defines key terms like target range, basal insulin, and bolus insulin. It describes the different types and methods of insulin delivery and factors that influence dosing like food intake and blood glucose levels. The document explains that students' insulin needs will be outlined in their diabetes medical management plan and that dosing may include carb ratios, correction doses, or both depending on the individual student."
This document provides information for school personnel on hypoglycemia (low blood sugar) management for students with diabetes. It defines hypoglycemia and outlines signs and symptoms of mild, moderate, and severe cases. Treatment for mild and moderate hypoglycemia includes consuming 15 grams of fast-acting carbohydrates. Severe hypoglycemia requires glucagon injection and emergency medical care. The document also discusses hypoglycemia prevention through blood sugar monitoring, insulin administration, and meal planning aligned with physical activity. It stresses the importance of having an individualized diabetes medical management plan and maintaining open communication between parents and school.
The document summarizes a randomized study comparing basal-bolus insulin therapy to sliding scale regular insulin for managing hyperglycemia in non-critically ill patients. The study found that 66% of patients treated with basal insulin glargine plus bolus insulin glulisine were within the glucose target of 140 mg/dL, compared to 38% of patients treated with sliding scale regular insulin. Basal-bolus therapy provides more effective glycemic control with no increase in hypoglycemia. The document then provides details on calculating and adjusting basal and bolus insulin doses.
This document provides information for school personnel about diabetes care tasks at school. It begins with learning objectives about understanding what diabetes is, why care is required at school, basic components of care, and consequences of diabetes. It then defines the two main types of diabetes, type 1 and type 2, their symptoms, causes, and management. The document emphasizes that diabetes is a constant process requiring insulin/medication, physical activity, food intake, and blood glucose monitoring. It describes routine and emergency care needs and the roles of school nurses and trained staff in meeting those needs. It also outlines the Diabetes Medical Management Plan developed by a student's health care team to guide individualized care implementation.
This document provides information for school personnel on diabetes care tasks at school. It defines diabetes as a condition where the body does not properly make or use insulin. It explains the two main types of diabetes - type 1 which requires daily insulin and usually develops in childhood, and type 2 which is more common in adults but increasingly seen in youth. The document outlines diabetes management as a constant balancing of insulin, food intake, physical activity, and blood glucose monitoring. It states that while students will manage most routine care, all may require emergency assistance, and defines the roles of school nurses, parents and trained staff in implementing individualized Diabetes Medical Management Plans for students with diabetes.
This document provides information for school personnel on diabetes care tasks at school. It defines diabetes as a condition where the body does not properly make or use insulin. It explains the two main types of diabetes - type 1 which requires daily insulin and usually develops in childhood, and type 2 which is more common in adults but increasingly seen in youth. The document outlines diabetes management as a constant balancing of insulin, food intake, physical activity, and blood glucose monitoring. It states that while students will manage most routine care, all may require emergency assistance, and designates the school nurse as the coordinator of diabetes care with training of other staff to assist as needed. It emphasizes the importance of a Diabetes Medical Management Plan created by the student's health
This document provides information for school personnel on managing hyperglycemia or high blood glucose levels in students with diabetes. It defines hyperglycemia and its potential symptoms from mild to severe. The risks of hyperglycemia include diabetic ketoacidosis and long-term health complications if not properly treated. School staff should follow students' Diabetes Medical Management Plans for checking blood glucose levels, administering insulin, and monitoring for signs of hyperglycemia in order to prevent and treat high blood sugar episodes according to the plan's guidelines. The document outlines causes, prevention strategies, and accommodations needed to support students' diabetes care at school.
This document provides information about hyperglycemia (high blood glucose) for school personnel. It defines hyperglycemia and describes its potential symptoms from mild to severe. It outlines the risks of hyperglycemia, including diabetic ketoacidosis, and how to treat it by checking blood glucose and ketone levels and administering insulin according to the student's diabetes medical management plan. The document also discusses preventing hyperglycemia through proper timing of insulin, food intake, and activity and ensuring students have access to diabetes care at school.
Diabetes Training for school students and teacherssinsanpharma2007
This document provides information and guidance for school staff training on diabetes. It aims to give staff basic knowledge of diabetes so students with diabetes have their needs met and can fully participate in school. Key points covered include defining diabetes, different types of diabetes, symptoms and management. It stresses the importance of having a Diabetes Medical Management Plan for each student and other written plans to ensure students' health, safety, and equal access to education. Signs, treatment, and emergency response for hypoglycemia are also reviewed. The overall goal is for students to have a medically safe environment at school.
Safe Diabetes in school age children and adolescentFlowraAlganabi
This document provides information and guidance for school staff training on diabetes. It aims to give staff basic knowledge of diabetes so students with diabetes have their needs met and equal access to educational opportunities. Key points covered include the different types of diabetes, symptoms and management, as well as federal laws protecting students. Plans like a Diabetes Medical Management Plan and Individualized Health Care Plan are also discussed to ensure students' diabetes care is addressed and staff know how to recognize and respond to hypoglycemia emergencies.
This document provides information on diabetes including definitions, epidemiology, diagnosis, etiologic classifications, physiology, presentation, investigations, management, treatment, insulin types, and special considerations for pediatric diabetes. It defines diabetes as a metabolic disorder characterized by hyperglycemia caused by insulin deficiency or resistance. Key points include that type 1 diabetes is an autoimmune condition resulting in absolute insulin deficiency, while type 2 involves insulin resistance with relative deficiency. Diagnosis requires hyperglycemic symptoms and blood glucose criteria. Management involves a multidisciplinary team, medical treatment including insulin administration and nutrition management, and screening for acute and long-term complications.
Effective diabetic management in the hospital can improve patient outcomes at home by treating patients appropriately, avoiding common mistakes like holding insulin inappropriately, and educating patients and families. Optimal control includes giving basal insulin as prescribed even when patients can't eat and supplementing hypoglycemia based on blood glucose levels rather than fear of low blood sugar. Educating patients empowers them to better manage their diabetes ongoing.
This document provides information on diabetes in children and adolescents for nurses. It discusses the types of diabetes, signs and symptoms, treatment including insulin types and dosing, management goals, and guidelines for hyperglycemia, hypoglycemia, diet, exercise, and sick days. The importance of frequent monitoring, education, and documentation for optimal diabetes management in pediatric patients is emphasized.
This document provides educational points for diabetics. It defines diabetes as elevated blood glucose resulting from defects in insulin secretion or cells not responding to insulin. It classifies diabetes into four main types and discusses methods for monitoring blood glucose levels. It also outlines the properties, administration techniques, storage requirements, and dosing of various insulin types. Additional topics covered include potential insulin side effects, diet, exercise, foot care, and references for further information.
Diabetes mellitus is a chronic condition characterized by high blood glucose levels due to insufficient insulin production or resistance. There are four main types: type 1 caused by beta cell destruction; type 2 related to insulin resistance; gestational occurring during pregnancy; and other specific causes. Symptoms, causes, and management are described. Acute complications include diabetic ketoacidosis, hyperglycemic hyperosmolar state, diabetic coma, and hypoglycemia. Chronic complications involve damage to various organs over time if not properly managed.
This document provides information on type 1 diabetes mellitus (juvenile diabetes). It discusses that type 1 diabetes results from the body's failure to produce insulin due to the destruction of beta cells. It is treated through insulin therapy, nutritional modification, glucose monitoring, and physical activity. The nurse's role includes educating patients and families on diabetes management and monitoring for complications like hypoglycemia and hyperglycemia.
This document discusses gestational diabetes, its causes, effects, and treatment options. It defines gestational diabetes as a form of diabetes that arises during pregnancy due to placental hormones interfering with insulin production. Left untreated, gestational diabetes can increase risks for both mother and baby during pregnancy and delivery. The document recommends treating gestational diabetes through medical nutrition therapy, glucose monitoring, and insulin when needed to control blood sugar levels and minimize risks.
It includes information about Hybrid closed loop insulin delivery system-Artificial Pancreas.Its details and how insulin pump develops with the time.It also includes the information about companies which manufacturing pumps.Also includes info about diabetes mellitus.
Diabetes mellitus is a condition where the body cannot properly use glucose from food for energy due to a lack of or issues with insulin. There are two main types - type 1 occurs when the pancreas cannot produce insulin and type 2 occurs when the body does not produce enough insulin or the insulin does not work properly. Management focuses on controlling blood sugar levels through diet, exercise, medication like insulin or oral hypoglycemic agents, and monitoring to prevent complications. Nursing care involves education on nutrition, medication administration, monitoring blood sugar, foot care, and supporting lifestyle changes.
Diabetes mellitus and diabetes insipidusShweta Sharma
This document provides information on diabetes mellitus and diabetes insipidus. It discusses the types, causes, signs and symptoms, diagnostic evaluation, and management of both conditions. Diabetes mellitus is characterized by high blood glucose levels due to insufficient insulin production or action. Diabetes insipidus is caused by a deficiency of antidiuretic hormone, resulting in excessive urine production and thirst. The document outlines the different etiologies, pathophysiology, clinical presentation, and treatment approaches for diabetes mellitus and diabetes insipidus.
This document provides an update on type 1 diabetes in children and adolescents. It discusses the increasing prevalence of type 1 diabetes worldwide, especially in younger age groups. Type 1 diabetes results from autoimmune destruction of insulin-producing beta cells in the pancreas and usually onset occurs in childhood. The goals of treatment are to maintain near-normal blood glucose levels, avoid short-term crises, minimize long-term complications, and improve quality of life. Treatment involves education, nutrition therapy, insulin administration, glucose monitoring, exercise, and screening for complications. New technologies like continuous glucose monitors and insulin pumps have improved diabetes management.
Blood sugar, also called blood glucose, comes from the food we eat and is the body's primary source of energy. High blood sugar, known as hyperglycemia, occurs when the body does not produce enough insulin or becomes resistant to it, leading to excess glucose in the blood. Some signs of high blood sugar include frequent urination, excessive thirst, and blurred vision. Nurses play an important role in managing patients' blood sugar levels through regular monitoring, medication administration, dietary guidance, education, and collaboration with the healthcare team. Treatment for high blood sugar typically involves medication like insulin, dietary changes, physical activity, blood sugar monitoring, and stress management.
Special situations in children and adolescents with type (1) DMMohamad Othman
This document discusses special situations that can affect blood glucose management in children with type 1 diabetes, including acute illnesses, medical procedures, travel, and school/daycare. During illnesses, blood glucose should be closely monitored and insulin doses adjusted based on glucose levels and food intake. For procedures, insulin regimens may need adjustments depending on fasting times. Travel can be managed by adjusting long-acting insulin doses to the new time zone. Schools require trained staff, flexibility for diabetes care, and supplies for treating hypoglycemia. Parental involvement is important for safely managing these complex situations.
Diabetes mellitus is a metabolic disorder characterized by chronic hyperglycemia resulting from defects in insulin secretion or action. There are three main types: type 1 diabetes is insulin dependent; type 2 diabetes is initially non-insulin dependent; and gestational diabetes occurs during pregnancy. Diagnosis is based on fasting blood glucose levels above 126 mg/dl or HbA1c levels above 6.5%. Treatment involves lifestyle changes like diet and exercise as well as medication like insulin or oral hypoglycemic drugs.
- Mrs. Is has type 2 diabetes for 12 years and is on lifestyle management and 3 oral antidiabetic drugs. Her recent HbA1c is 9.6%. She needs intensification of her treatment as her blood glucose levels are not controlled. Given her reluctance to follow lifestyle changes and high HbA1c, starting basal insulin is recommended.
- Mr. Lp has type 2 diabetes for 8 years and is on glimepiride and metformin but is irregular with treatment. His HbA1c is 8.8% and he cannot make lifestyle changes. Given his poor control and non-adherence, switching him to basal insulin will provide better glucose control.
- Mr. Rk has
This document provides information on carbohydrate counting and calculating insulin-to-carbohydrate ratios and insulin sensitivity factors for people with diabetes. It explains that counting carbohydrates allows for flexibility in meal planning while controlling blood glucose. Examples are given for determining carbohydrate servings and exchanging units. The 1500 and 1800 rules are described for calculating insulin sensitivity factors based on a person's total daily insulin dose. Worked examples demonstrate how to use insulin-to-carbohydrate ratios and sensitivity factors to determine corrective insulin doses.
This document provides information on carbohydrate counting and calculating insulin-to-carbohydrate ratios and insulin sensitivity factors for people with diabetes. It explains that counting carbohydrates allows for flexibility in meal planning while controlling blood glucose. Examples are given for determining carbohydrate servings and exchanging units. The 1500 and 1800 rules are described for calculating insulin sensitivity factors based on a person's total daily insulin dose. Worked examples demonstrate how to use insulin-to-carbohydrate ratios and sensitivity factors to determine insulin bolus amounts for meals and corrections.
Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
This document provides information about hyperglycemia (high blood glucose) for school personnel. It defines hyperglycemia and describes its potential symptoms from mild to severe. It outlines the risks of hyperglycemia, including diabetic ketoacidosis, and how to treat it by checking blood glucose and ketone levels and administering insulin according to the student's diabetes medical management plan. The document also discusses preventing hyperglycemia through proper timing of insulin, food intake, and activity and ensuring students have access to diabetes care at school.
Diabetes Training for school students and teacherssinsanpharma2007
This document provides information and guidance for school staff training on diabetes. It aims to give staff basic knowledge of diabetes so students with diabetes have their needs met and can fully participate in school. Key points covered include defining diabetes, different types of diabetes, symptoms and management. It stresses the importance of having a Diabetes Medical Management Plan for each student and other written plans to ensure students' health, safety, and equal access to education. Signs, treatment, and emergency response for hypoglycemia are also reviewed. The overall goal is for students to have a medically safe environment at school.
Safe Diabetes in school age children and adolescentFlowraAlganabi
This document provides information and guidance for school staff training on diabetes. It aims to give staff basic knowledge of diabetes so students with diabetes have their needs met and equal access to educational opportunities. Key points covered include the different types of diabetes, symptoms and management, as well as federal laws protecting students. Plans like a Diabetes Medical Management Plan and Individualized Health Care Plan are also discussed to ensure students' diabetes care is addressed and staff know how to recognize and respond to hypoglycemia emergencies.
This document provides information on diabetes including definitions, epidemiology, diagnosis, etiologic classifications, physiology, presentation, investigations, management, treatment, insulin types, and special considerations for pediatric diabetes. It defines diabetes as a metabolic disorder characterized by hyperglycemia caused by insulin deficiency or resistance. Key points include that type 1 diabetes is an autoimmune condition resulting in absolute insulin deficiency, while type 2 involves insulin resistance with relative deficiency. Diagnosis requires hyperglycemic symptoms and blood glucose criteria. Management involves a multidisciplinary team, medical treatment including insulin administration and nutrition management, and screening for acute and long-term complications.
Effective diabetic management in the hospital can improve patient outcomes at home by treating patients appropriately, avoiding common mistakes like holding insulin inappropriately, and educating patients and families. Optimal control includes giving basal insulin as prescribed even when patients can't eat and supplementing hypoglycemia based on blood glucose levels rather than fear of low blood sugar. Educating patients empowers them to better manage their diabetes ongoing.
This document provides information on diabetes in children and adolescents for nurses. It discusses the types of diabetes, signs and symptoms, treatment including insulin types and dosing, management goals, and guidelines for hyperglycemia, hypoglycemia, diet, exercise, and sick days. The importance of frequent monitoring, education, and documentation for optimal diabetes management in pediatric patients is emphasized.
This document provides educational points for diabetics. It defines diabetes as elevated blood glucose resulting from defects in insulin secretion or cells not responding to insulin. It classifies diabetes into four main types and discusses methods for monitoring blood glucose levels. It also outlines the properties, administration techniques, storage requirements, and dosing of various insulin types. Additional topics covered include potential insulin side effects, diet, exercise, foot care, and references for further information.
Diabetes mellitus is a chronic condition characterized by high blood glucose levels due to insufficient insulin production or resistance. There are four main types: type 1 caused by beta cell destruction; type 2 related to insulin resistance; gestational occurring during pregnancy; and other specific causes. Symptoms, causes, and management are described. Acute complications include diabetic ketoacidosis, hyperglycemic hyperosmolar state, diabetic coma, and hypoglycemia. Chronic complications involve damage to various organs over time if not properly managed.
This document provides information on type 1 diabetes mellitus (juvenile diabetes). It discusses that type 1 diabetes results from the body's failure to produce insulin due to the destruction of beta cells. It is treated through insulin therapy, nutritional modification, glucose monitoring, and physical activity. The nurse's role includes educating patients and families on diabetes management and monitoring for complications like hypoglycemia and hyperglycemia.
This document discusses gestational diabetes, its causes, effects, and treatment options. It defines gestational diabetes as a form of diabetes that arises during pregnancy due to placental hormones interfering with insulin production. Left untreated, gestational diabetes can increase risks for both mother and baby during pregnancy and delivery. The document recommends treating gestational diabetes through medical nutrition therapy, glucose monitoring, and insulin when needed to control blood sugar levels and minimize risks.
It includes information about Hybrid closed loop insulin delivery system-Artificial Pancreas.Its details and how insulin pump develops with the time.It also includes the information about companies which manufacturing pumps.Also includes info about diabetes mellitus.
Diabetes mellitus is a condition where the body cannot properly use glucose from food for energy due to a lack of or issues with insulin. There are two main types - type 1 occurs when the pancreas cannot produce insulin and type 2 occurs when the body does not produce enough insulin or the insulin does not work properly. Management focuses on controlling blood sugar levels through diet, exercise, medication like insulin or oral hypoglycemic agents, and monitoring to prevent complications. Nursing care involves education on nutrition, medication administration, monitoring blood sugar, foot care, and supporting lifestyle changes.
Diabetes mellitus and diabetes insipidusShweta Sharma
This document provides information on diabetes mellitus and diabetes insipidus. It discusses the types, causes, signs and symptoms, diagnostic evaluation, and management of both conditions. Diabetes mellitus is characterized by high blood glucose levels due to insufficient insulin production or action. Diabetes insipidus is caused by a deficiency of antidiuretic hormone, resulting in excessive urine production and thirst. The document outlines the different etiologies, pathophysiology, clinical presentation, and treatment approaches for diabetes mellitus and diabetes insipidus.
This document provides an update on type 1 diabetes in children and adolescents. It discusses the increasing prevalence of type 1 diabetes worldwide, especially in younger age groups. Type 1 diabetes results from autoimmune destruction of insulin-producing beta cells in the pancreas and usually onset occurs in childhood. The goals of treatment are to maintain near-normal blood glucose levels, avoid short-term crises, minimize long-term complications, and improve quality of life. Treatment involves education, nutrition therapy, insulin administration, glucose monitoring, exercise, and screening for complications. New technologies like continuous glucose monitors and insulin pumps have improved diabetes management.
Blood sugar, also called blood glucose, comes from the food we eat and is the body's primary source of energy. High blood sugar, known as hyperglycemia, occurs when the body does not produce enough insulin or becomes resistant to it, leading to excess glucose in the blood. Some signs of high blood sugar include frequent urination, excessive thirst, and blurred vision. Nurses play an important role in managing patients' blood sugar levels through regular monitoring, medication administration, dietary guidance, education, and collaboration with the healthcare team. Treatment for high blood sugar typically involves medication like insulin, dietary changes, physical activity, blood sugar monitoring, and stress management.
Special situations in children and adolescents with type (1) DMMohamad Othman
This document discusses special situations that can affect blood glucose management in children with type 1 diabetes, including acute illnesses, medical procedures, travel, and school/daycare. During illnesses, blood glucose should be closely monitored and insulin doses adjusted based on glucose levels and food intake. For procedures, insulin regimens may need adjustments depending on fasting times. Travel can be managed by adjusting long-acting insulin doses to the new time zone. Schools require trained staff, flexibility for diabetes care, and supplies for treating hypoglycemia. Parental involvement is important for safely managing these complex situations.
Diabetes mellitus is a metabolic disorder characterized by chronic hyperglycemia resulting from defects in insulin secretion or action. There are three main types: type 1 diabetes is insulin dependent; type 2 diabetes is initially non-insulin dependent; and gestational diabetes occurs during pregnancy. Diagnosis is based on fasting blood glucose levels above 126 mg/dl or HbA1c levels above 6.5%. Treatment involves lifestyle changes like diet and exercise as well as medication like insulin or oral hypoglycemic drugs.
- Mrs. Is has type 2 diabetes for 12 years and is on lifestyle management and 3 oral antidiabetic drugs. Her recent HbA1c is 9.6%. She needs intensification of her treatment as her blood glucose levels are not controlled. Given her reluctance to follow lifestyle changes and high HbA1c, starting basal insulin is recommended.
- Mr. Lp has type 2 diabetes for 8 years and is on glimepiride and metformin but is irregular with treatment. His HbA1c is 8.8% and he cannot make lifestyle changes. Given his poor control and non-adherence, switching him to basal insulin will provide better glucose control.
- Mr. Rk has
This document provides information on carbohydrate counting and calculating insulin-to-carbohydrate ratios and insulin sensitivity factors for people with diabetes. It explains that counting carbohydrates allows for flexibility in meal planning while controlling blood glucose. Examples are given for determining carbohydrate servings and exchanging units. The 1500 and 1800 rules are described for calculating insulin sensitivity factors based on a person's total daily insulin dose. Worked examples demonstrate how to use insulin-to-carbohydrate ratios and sensitivity factors to determine corrective insulin doses.
This document provides information on carbohydrate counting and calculating insulin-to-carbohydrate ratios and insulin sensitivity factors for people with diabetes. It explains that counting carbohydrates allows for flexibility in meal planning while controlling blood glucose. Examples are given for determining carbohydrate servings and exchanging units. The 1500 and 1800 rules are described for calculating insulin sensitivity factors based on a person's total daily insulin dose. Worked examples demonstrate how to use insulin-to-carbohydrate ratios and sensitivity factors to determine insulin bolus amounts for meals and corrections.
Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
TEST BANK For Community and Public Health Nursing: Evidence for Practice, 3rd...Donc Test
TEST BANK For Community and Public Health Nursing: Evidence for Practice, 3rd Edition by DeMarco, Walsh, Verified Chapters 1 - 25, Complete Newest Version TEST BANK For Community and Public Health Nursing: Evidence for Practice, 3rd Edition by DeMarco, Walsh, Verified Chapters 1 - 25, Complete Newest Version TEST BANK For Community and Public Health Nursing: Evidence for Practice, 3rd Edition by DeMarco, Walsh, Verified Chapters 1 - 25, Complete Newest Version Test Bank For Community and Public Health Nursing: Evidence for Practice 3rd Edition Pdf Chapters Download Test Bank For Community and Public Health Nursing: Evidence for Practice 3rd Edition Pdf Download Stuvia Test Bank For Community and Public Health Nursing: Evidence for Practice 3rd Edition Study Guide Test Bank For Community and Public Health Nursing: Evidence for Practice 3rd Edition Ebook Download Stuvia Test Bank For Community and Public Health Nursing: Evidence for Practice 3rd Edition Questions and Answers Quizlet Test Bank For Community and Public Health Nursing: Evidence for Practice 3rd Edition Studocu Test Bank For Community and Public Health Nursing: Evidence for Practice 3rd Edition Quizlet Test Bank For Community and Public Health Nursing: Evidence for Practice 3rd Edition Stuvia Community and Public Health Nursing: Evidence for Practice 3rd Edition Pdf Chapters Download Community and Public Health Nursing: Evidence for Practice 3rd Edition Pdf Download Course Hero Community and Public Health Nursing: Evidence for Practice 3rd Edition Answers Quizlet Community and Public Health Nursing: Evidence for Practice 3rd Edition Ebook Download Course hero Community and Public Health Nursing: Evidence for Practice 3rd Edition Questions and Answers Community and Public Health Nursing: Evidence for Practice 3rd Edition Studocu Community and Public Health Nursing: Evidence for Practice 3rd Edition Quizlet Community and Public Health Nursing: Evidence for Practice 3rd Edition Stuvia Community and Public Health Nursing: Evidence for Practice 3rd Edition Test Bank Pdf Chapters Download Community and Public Health Nursing: Evidence for Practice 3rd Edition Test Bank Pdf Download Stuvia Community and Public Health Nursing: Evidence for Practice 3rd Edition Test Bank Study Guide Questions and Answers Community and Public Health Nursing: Evidence for Practice 3rd Edition Test Bank Ebook Download Stuvia Community and Public Health Nursing: Evidence for Practice 3rd Edition Test Bank Questions Quizlet Community and Public Health Nursing: Evidence for Practice 3rd Edition Test Bank Studocu Community and Public Health Nursing: Evidence for Practice 3rd Edition Test Bank Quizlet Community and Public Health Nursing: Evidence for Practice 3rd Edition Test Bank Stuvia
8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptxHolistified Wellness
We’re talking about Vedic Meditation, a form of meditation that has been around for at least 5,000 years. Back then, the people who lived in the Indus Valley, now known as India and Pakistan, practised meditation as a fundamental part of daily life. This knowledge that has given us yoga and Ayurveda, was known as Veda, hence the name Vedic. And though there are some written records, the practice has been passed down verbally from generation to generation.
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
One health condition that is becoming more common day by day is diabetes.
According to research conducted by the National Family Health Survey of India, diabetic cases show a projection which might increase to 10.4% by 2030.
Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
Integrating Ayurveda into Parkinson’s Management: A Holistic ApproachAyurveda ForAll
Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...Donc Test
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler Community Health Nursing A Canadian Perspective, 5th Edition TEST BANK by Stamler Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Study Guide Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Studocu Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Course Hero Community Health Nursing A Canadian Perspective, 5th Edition Answers Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Course hero Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Studocu Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Study Guide Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Ebook Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Questions Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Studocu Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Stuvia
3. 1-800-DIABETES www.diabetes.org
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Participants will be able to understand:
• What insulin does
• Types of insulin
• Insulin delivery methods
• Storing insulin
• Factors that influence insulin dosing
Learning Objectives
4. 1-800-DIABETES www.diabetes.org
Vocabulary
Target Range: A range of numbers that represents an individual’s
ideal blood glucose level; determined by health care team with the
individual (child with diabetes and parent/guardian)
Basal Insulin: Sometimes called "background" insulin, the insulin
working steadily throughout the day
Bolus Insulin: a single dose of insulin, given for one of two reasons:
• Carb or Meal/Snack Bolus: Insulin dosed when food is eaten
• Correction Bolus: Insulin dosed when blood glucose level is too
high and needs to be corrected (made lower)
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5. 1-800-DIABETES www.diabetes.org
5
Insulin in Schools Today
• Most students need to take insulin in school
• Insulin dosing varies from student-to-student and changes
over time
• Student’s need for assistance will vary as the student
progresses in self-management
• Insulin dosing and timing will be specified in the DMMP;
physician orders may include provisions for the parent/
guardian and/or capable students to modify dosing
• Specific school procedures for administration should be
documented
6. 1-800-DIABETES www.diabetes.org
6
What is Insulin?
Insulin is a hormone that is necessary:
• Moves glucose from blood into cells for energy
Students with type 1 diabetes do not produce insulin
Without enough insulin, high blood glucose results:
• Energy levels are low
• Dehydration
• Complications
10. 1-800-DIABETES www.diabetes.org
10
Storing Insulin
• Review the product storage instructions and check
the expiration date
• Generally store at room temperature less than 86
degrees
• Refrigerate unopened vials and insulin pens
• Be careful NOT to freeze
11. 1-800-DIABETES www.diabetes.org
11
When to Give Insulin
DMMP should specify dosing clearly
Generally:
• Before meals or snacks
• For blood glucose levels significantly above target range
• For moderate or large ketones
12. 1-800-DIABETES www.diabetes.org
12
Where to Give Insulin: On Target!
• Inject into fat layer under skin
• Rotate sites
• Student should choose site • Common sites: abdomen,
thigh buttocks, upper arms
13. 1-800-DIABETES www.diabetes.org
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Dosing Insulin at School
Generally, students will only take rapid or
short acting insulin at meal or snack times:
• Some students will use a standing insulin dose
• Others will have a varied dose, depending upon:
− what food is eaten (carb bolus)
and/or
− whether blood glucose is within the target range
(correction bolus)
14. 1-800-DIABETES www.diabetes.org
14
Carb Bolus to Cover Meals, Snacks
• Recorded as 1 unit insulin per X gms of carb
• Example: 1:10 ratio; 1 unit of insulin for every
10 grams of carb eaten
• Calculate: Meal of 60 grams CHO
– 60/10 = 6
– 6 unite of insulin are needed to cover this meal
The insulin to carb ratio varies student
to student, is specified in the DMMP:
15. 1-800-DIABETES www.diabetes.org
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Correction Bolus to Lower Blood
Glucose
• Sliding scale: give units of insulin for each interval of BG
– Example: 1 unit 150-200, 2 units 201-250, 3 units 250+
• Correction factor: Blood glucose level – target blood
glucose/correction factor = units insulin to be given
– Example: BG=150 (actual) minus Target BG (100) = 50 divided
by Correction factor (50) = 1 unit insulin needed
Amount to lower blood glucose to target, usually
calculated by sliding scale or correction factor:
16. 1-800-DIABETES www.diabetes.org
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Insulin Bolus for Both Carbs and
Correction
• For some students, dosing at meal time may
include both a carbohydrate ratio dose and a
correction dose
• Total dose = Carb ratio dose + Correction dose
• If student’s blood glucose is below target range,
the correction may mean giving less than the
usual dose
17. 1-800-DIABETES www.diabetes.org
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After Giving Insulin
• Check site for leakage
• Document on log sheet
• Correction doses:
- Retest per DMMP to check effectiveness
• Meal/snack doses:
- Timeliness in relation to eating
- Supervision of food amount per DMMP