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 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 on glucagon administration for school personnel. It discusses that glucagon is a hormone that raises blood glucose levels during severe hypoglycemia. It outlines how to store glucagon kits, when to administer glucagon if a student is unconscious or having seizures, and demonstrates the step-by-step process for mixing and injecting glucagon. The document emphasizes the importance of acting immediately during hypoglycemia and notifying medical professionals after glucagon is administered.
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 discusses guidelines for blood glucose monitoring for students with diabetes at school. It provides information on the importance of blood glucose monitoring, how and when it should be done according to a student's diabetes medical management plan, the necessary equipment and steps to perform monitoring, and how to interpret and respond to results. The goal is for students to maintain blood glucose levels in their target range to maximize health, learning, and participation.
The secret to managing Diabetes doesn't come in a pill. In most cases, simple lifestyle changes including diet and exercise will do the trick.
Treating, or managing, diabetes is a process of finding a balance. The root causes of the disease — insulin resistance and low insulin production — are slightly different in each person. The role each plays in the development of diabetes is different for each person.
So what works to control glucose levels in one person may not work in another. For one person, managing the disease may be as simple as changing diet and becoming more physically active. Whereas, another patient may need to take medication, a combination of medications, or even insulin to control their blood glucose levels. Finding the right balance is a process.
After diagnosing diabetes, a doctor will usually recommend a patient begin exercising and lose weight. These should continue for life. Metformin, an oral medication, will usually be given to the patient soon after diagnosis.
If after three months a patient’s blood-sugar level has not stabilized, a doctor may prescribe a second or different medication.
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.
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 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 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 on glucagon administration for school personnel. It discusses that glucagon is a hormone that raises blood glucose levels during severe hypoglycemia. It outlines how to store glucagon kits, when to administer glucagon if a student is unconscious or having seizures, and demonstrates the step-by-step process for mixing and injecting glucagon. The document emphasizes the importance of acting immediately during hypoglycemia and notifying medical professionals after glucagon is administered.
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 discusses guidelines for blood glucose monitoring for students with diabetes at school. It provides information on the importance of blood glucose monitoring, how and when it should be done according to a student's diabetes medical management plan, the necessary equipment and steps to perform monitoring, and how to interpret and respond to results. The goal is for students to maintain blood glucose levels in their target range to maximize health, learning, and participation.
The secret to managing Diabetes doesn't come in a pill. In most cases, simple lifestyle changes including diet and exercise will do the trick.
Treating, or managing, diabetes is a process of finding a balance. The root causes of the disease — insulin resistance and low insulin production — are slightly different in each person. The role each plays in the development of diabetes is different for each person.
So what works to control glucose levels in one person may not work in another. For one person, managing the disease may be as simple as changing diet and becoming more physically active. Whereas, another patient may need to take medication, a combination of medications, or even insulin to control their blood glucose levels. Finding the right balance is a process.
After diagnosing diabetes, a doctor will usually recommend a patient begin exercising and lose weight. These should continue for life. Metformin, an oral medication, will usually be given to the patient soon after diagnosis.
If after three months a patient’s blood-sugar level has not stabilized, a doctor may prescribe a second or different medication.
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.
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.
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.
Gestational diabetes is a condition where women without pre-existing diabetes experience high blood sugar levels during pregnancy. It is diagnosed if glucose intolerance persists after 24-28 weeks of gestation. It can be classified as Type A1, managed with diet, or Type A2, requiring insulin or medications in addition to diet. Management involves explaining the implications of gestational diabetes to the mother, treating it with changes in diet, exercise, and possibly medicines, and teaching self-monitoring of blood glucose. Treatment depends on fasting plasma glucose levels and can involve diet and exercise alone for mild cases or immediate insulin with or without other measures for more severe cases.
This case discusses a 62-year-old woman with type 1 diabetes and hypoglycemia unawareness who underwent professional continuous glucose monitoring on two occasions. The initial monitoring revealed no overnight hypoglycemia but significant hyperglycemia throughout the day. Therapy was adjusted based on these results. Follow-up monitoring showed fewer post-meal excursions but continued hyperglycemia after high-fat dinners. Examination of the patient's diary revealed she had been inaccurately recording her blood glucose levels. Professional CGM was useful in identifying patterns of hyperglycemia and informing changes to the patient's insulin regimen and dietary advice.
Physical activity can affect blood glucose levels in both ways. It usually lowers blood glucose levels due to muscles using more glucose and increased insulin sensitivity. However, physical activity sometimes increases blood glucose levels temporarily due to stress hormones or if the child is unwell. Children with type 1 diabetes should test their blood glucose before physical activity and carry hypo treatment with them, as activity may cause hypos up to 16 hours later.
This document discusses the different types of diabetes, their causes and risk factors, and strategies for prevention and management. It outlines the main types as Type 1, Type 2, gestational diabetes, and describes the symptoms and characteristics of each type. Key risk factors mentioned include family history, genetics, obesity, unhealthy diet, physical inactivity, age, and pregnancy. The document recommends maintaining a healthy diet low in fat and high in fiber, engaging in regular physical activity, managing weight, quitting smoking, and reducing stress to help prevent and manage diabetes.
Hypoglycemia Hyperglycemia In The Pregnant PatientKelly Miller
This document discusses hypoglycemia and hyperglycemia in pregnancy. It defines normal blood glucose levels during pregnancy and classifications of diabetes in pregnant women. It covers screening, signs and symptoms, and management of hypoglycemia and hyperglycemia in pregnancy. Potential complications of uncontrolled blood sugar levels during pregnancy are also outlined. A case study example is provided to demonstrate discussion and management of gestational diabetes.
1. Somogyi effect occurs when periods of hypoglycemia are followed by rebound hyperglycemia due to epinephrine release. It can be diagnosed with a blood sugar around 2-3 am and treated by decreasing evening insulin doses or increasing bedtime snacks.
2. Dawn phenomenon is a normal increase in blood glucose around 4-8 am caused by nocturnal growth hormone release. It can be treated by increasing evening insulin doses or moving supper insulin to bedtime.
3. Acute complications of diabetes include hypoglycemia, diabetic ketoacidosis (DKA), and hyperosmolar hyperglycemic syndrome (HHS).
This document provides information on the diagnosis and treatment of diabetes mellitus. It discusses the different types of diabetes, including type 1 caused by an autoimmune reaction destroying insulin-producing cells, and type 2 related to insulin resistance and decreased insulin production. Treatment involves diet, exercise, blood glucose monitoring, oral medications or insulin depending on the type of diabetes. Gestational diabetes occurs during pregnancy and increases risk of complications for both mother and baby. Lifestyle changes and medication or insulin may be needed to manage blood sugars during pregnancy. Proper diabetes management and control is important to prevent complications.
Diabetes management requires good planning so when something like an illness sneaks in, it can throw everything off. Knowing what to do when you are sick can help cut down on the worry and panic.
Liberty Medical
This document discusses hypoglycemia in neonates. Some key points:
1. Hypoglycemia is defined as a blood sugar level below 40 mg/dL and can be caused by conditions like prematurity, growth restriction, and maternal diabetes.
2. Screening for hypoglycemia is recommended in high-risk infants, such as preterms, small for gestational age infants, and infants of diabetic mothers.
3. Asymptomatic hypoglycemia may be initially treated with supervised breastfeeding or formula feeding. Symptomatic hypoglycemia requires treatment with intravenous dextrose infusion.
4. Recurrent or resistant hypoglycemia may require investigating the cause and treating with drugs like hydroc
Sick day managment in diabetic children and adolescentImtiaz Baig
This document outlines rules for managing sick days in children with diabetes to prevent diabetic ketoacidosis. It discusses increasing insulin needs during illness due to stress hormones and insulin resistance. Key rules include continuing oral intake, frequent blood sugar and ketone monitoring, giving scheduled insulin and extra rapid-acting insulin for high blood sugar or ketones as needed, treating nausea, preventing dehydration, resting, and knowing when to call the doctor for uncontrolled symptoms. Following these sick day rules can help keep diabetic children out of the hospital during illness.
The document discusses diabetes, a disorder where the pancreas stops producing insulin or produces not enough insulin. Insulin allows glucose to enter cells where it is used for energy. Without enough insulin, glucose builds up in the bloodstream leading to high blood sugar levels. Diabetes is not contagious and is caused by the body's inability to produce insulin. It can be treated through a combination of insulin, diet, and exercise. The document also discusses hypoglycemia (low blood sugar) and hyperglycemia (high blood sugar), their symptoms and treatments. It stresses the importance of having an individualized healthcare plan for each diabetic student.
Day Care Management of diabetes in ChildrenZaheen Zehra
This document provides guidance on managing diabetes in children attending day care. It discusses educating parents and teachers, monitoring blood sugar levels, administering insulin via basal-bolus regimens, managing hypoglycemia, sick day protocols, nutritional guidelines, and screening for complications. Parents and teachers are educated on symptoms, insulin administration, monitoring blood glucose levels several times a day, and adjusting insulin doses based on levels and food intake. Insulin regimens typically involve long-acting basal insulin with rapid-acting insulin before meals. Hypoglycemia is managed through glucose treatment and glucagon injections if needed. Nutritional guidelines focus on appropriate carbohydrate and calorie intake for age and activity levels.
This document discusses diabetes, including the different types, risk factors, symptoms, diagnostic tests, management, and treatment. It defines diabetes as a chronic disease caused by the pancreas not producing enough insulin or the body not properly using the insulin it does produce, resulting in high blood glucose. The two main types are type 1, where the body does not produce insulin, and type 2, where the body does not properly use insulin. Risk factors, symptoms, and diagnostic tests like A1C and glucose tolerance tests are outlined. Management involves nutrition, exercise, monitoring, medication/insulin, and education.
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.
For FOP2 Child Life Studies
Please note that this presentation is posted to share with the class. The information has been sited on a handout they received.
This document provides guidance for staff on caring for students with diabetes in schools. It defines the two main types of diabetes, describes symptoms of high and low blood sugar, and outlines appropriate treatments. It also explains how to check blood sugar levels, administer insulin injections using syringes or pens, and properly dispose of medical waste. The goal is to ensure staff can safely manage students' diabetes needs.
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.
Neonatal hypoglycemia can be caused by inadequate substrate in small or preterm infants, relative hyperinsulinemia in infants of diabetic mothers or large babies, or sickness. Symptoms range from none to seizures or coma. High risk infants should be screened for blood glucose levels, with intervention if levels drop below thresholds. Asymptomatic infants with levels over 20mg/dL can be treated with frequent feeding and monitoring, while symptomatic infants receive IV glucose. Hypoglycemia management may also include medical treatments like hydrocortisone or diazoxide. Persistent cases require identifying underlying causes through additional laboratory tests and treatments.
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.
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.
Gestational diabetes is a condition where women without pre-existing diabetes experience high blood sugar levels during pregnancy. It is diagnosed if glucose intolerance persists after 24-28 weeks of gestation. It can be classified as Type A1, managed with diet, or Type A2, requiring insulin or medications in addition to diet. Management involves explaining the implications of gestational diabetes to the mother, treating it with changes in diet, exercise, and possibly medicines, and teaching self-monitoring of blood glucose. Treatment depends on fasting plasma glucose levels and can involve diet and exercise alone for mild cases or immediate insulin with or without other measures for more severe cases.
This case discusses a 62-year-old woman with type 1 diabetes and hypoglycemia unawareness who underwent professional continuous glucose monitoring on two occasions. The initial monitoring revealed no overnight hypoglycemia but significant hyperglycemia throughout the day. Therapy was adjusted based on these results. Follow-up monitoring showed fewer post-meal excursions but continued hyperglycemia after high-fat dinners. Examination of the patient's diary revealed she had been inaccurately recording her blood glucose levels. Professional CGM was useful in identifying patterns of hyperglycemia and informing changes to the patient's insulin regimen and dietary advice.
Physical activity can affect blood glucose levels in both ways. It usually lowers blood glucose levels due to muscles using more glucose and increased insulin sensitivity. However, physical activity sometimes increases blood glucose levels temporarily due to stress hormones or if the child is unwell. Children with type 1 diabetes should test their blood glucose before physical activity and carry hypo treatment with them, as activity may cause hypos up to 16 hours later.
This document discusses the different types of diabetes, their causes and risk factors, and strategies for prevention and management. It outlines the main types as Type 1, Type 2, gestational diabetes, and describes the symptoms and characteristics of each type. Key risk factors mentioned include family history, genetics, obesity, unhealthy diet, physical inactivity, age, and pregnancy. The document recommends maintaining a healthy diet low in fat and high in fiber, engaging in regular physical activity, managing weight, quitting smoking, and reducing stress to help prevent and manage diabetes.
Hypoglycemia Hyperglycemia In The Pregnant PatientKelly Miller
This document discusses hypoglycemia and hyperglycemia in pregnancy. It defines normal blood glucose levels during pregnancy and classifications of diabetes in pregnant women. It covers screening, signs and symptoms, and management of hypoglycemia and hyperglycemia in pregnancy. Potential complications of uncontrolled blood sugar levels during pregnancy are also outlined. A case study example is provided to demonstrate discussion and management of gestational diabetes.
1. Somogyi effect occurs when periods of hypoglycemia are followed by rebound hyperglycemia due to epinephrine release. It can be diagnosed with a blood sugar around 2-3 am and treated by decreasing evening insulin doses or increasing bedtime snacks.
2. Dawn phenomenon is a normal increase in blood glucose around 4-8 am caused by nocturnal growth hormone release. It can be treated by increasing evening insulin doses or moving supper insulin to bedtime.
3. Acute complications of diabetes include hypoglycemia, diabetic ketoacidosis (DKA), and hyperosmolar hyperglycemic syndrome (HHS).
This document provides information on the diagnosis and treatment of diabetes mellitus. It discusses the different types of diabetes, including type 1 caused by an autoimmune reaction destroying insulin-producing cells, and type 2 related to insulin resistance and decreased insulin production. Treatment involves diet, exercise, blood glucose monitoring, oral medications or insulin depending on the type of diabetes. Gestational diabetes occurs during pregnancy and increases risk of complications for both mother and baby. Lifestyle changes and medication or insulin may be needed to manage blood sugars during pregnancy. Proper diabetes management and control is important to prevent complications.
Diabetes management requires good planning so when something like an illness sneaks in, it can throw everything off. Knowing what to do when you are sick can help cut down on the worry and panic.
Liberty Medical
This document discusses hypoglycemia in neonates. Some key points:
1. Hypoglycemia is defined as a blood sugar level below 40 mg/dL and can be caused by conditions like prematurity, growth restriction, and maternal diabetes.
2. Screening for hypoglycemia is recommended in high-risk infants, such as preterms, small for gestational age infants, and infants of diabetic mothers.
3. Asymptomatic hypoglycemia may be initially treated with supervised breastfeeding or formula feeding. Symptomatic hypoglycemia requires treatment with intravenous dextrose infusion.
4. Recurrent or resistant hypoglycemia may require investigating the cause and treating with drugs like hydroc
Sick day managment in diabetic children and adolescentImtiaz Baig
This document outlines rules for managing sick days in children with diabetes to prevent diabetic ketoacidosis. It discusses increasing insulin needs during illness due to stress hormones and insulin resistance. Key rules include continuing oral intake, frequent blood sugar and ketone monitoring, giving scheduled insulin and extra rapid-acting insulin for high blood sugar or ketones as needed, treating nausea, preventing dehydration, resting, and knowing when to call the doctor for uncontrolled symptoms. Following these sick day rules can help keep diabetic children out of the hospital during illness.
The document discusses diabetes, a disorder where the pancreas stops producing insulin or produces not enough insulin. Insulin allows glucose to enter cells where it is used for energy. Without enough insulin, glucose builds up in the bloodstream leading to high blood sugar levels. Diabetes is not contagious and is caused by the body's inability to produce insulin. It can be treated through a combination of insulin, diet, and exercise. The document also discusses hypoglycemia (low blood sugar) and hyperglycemia (high blood sugar), their symptoms and treatments. It stresses the importance of having an individualized healthcare plan for each diabetic student.
Day Care Management of diabetes in ChildrenZaheen Zehra
This document provides guidance on managing diabetes in children attending day care. It discusses educating parents and teachers, monitoring blood sugar levels, administering insulin via basal-bolus regimens, managing hypoglycemia, sick day protocols, nutritional guidelines, and screening for complications. Parents and teachers are educated on symptoms, insulin administration, monitoring blood glucose levels several times a day, and adjusting insulin doses based on levels and food intake. Insulin regimens typically involve long-acting basal insulin with rapid-acting insulin before meals. Hypoglycemia is managed through glucose treatment and glucagon injections if needed. Nutritional guidelines focus on appropriate carbohydrate and calorie intake for age and activity levels.
This document discusses diabetes, including the different types, risk factors, symptoms, diagnostic tests, management, and treatment. It defines diabetes as a chronic disease caused by the pancreas not producing enough insulin or the body not properly using the insulin it does produce, resulting in high blood glucose. The two main types are type 1, where the body does not produce insulin, and type 2, where the body does not properly use insulin. Risk factors, symptoms, and diagnostic tests like A1C and glucose tolerance tests are outlined. Management involves nutrition, exercise, monitoring, medication/insulin, and education.
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.
For FOP2 Child Life Studies
Please note that this presentation is posted to share with the class. The information has been sited on a handout they received.
This document provides guidance for staff on caring for students with diabetes in schools. It defines the two main types of diabetes, describes symptoms of high and low blood sugar, and outlines appropriate treatments. It also explains how to check blood sugar levels, administer insulin injections using syringes or pens, and properly dispose of medical waste. The goal is to ensure staff can safely manage students' diabetes needs.
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.
Neonatal hypoglycemia can be caused by inadequate substrate in small or preterm infants, relative hyperinsulinemia in infants of diabetic mothers or large babies, or sickness. Symptoms range from none to seizures or coma. High risk infants should be screened for blood glucose levels, with intervention if levels drop below thresholds. Asymptomatic infants with levels over 20mg/dL can be treated with frequent feeding and monitoring, while symptomatic infants receive IV glucose. Hypoglycemia management may also include medical treatments like hydrocortisone or diazoxide. Persistent cases require identifying underlying causes through additional laboratory tests and treatments.
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.
Nursing Management · Monitor blood sugar and use a sliding scale to treat high levels of glucose · Educate patient about diabetes · Examine feet .
Diagnosis involves measuring blood glucose levels. Ongoing specialized assessment and evaluation for complications are essential for diabetes management.
The document discusses non-drug management of diabetes mellitus through lifestyle changes including diet and exercise. It covers definitions of diabetes, types of diabetes, principles of diabetes care like learning about diabetes and monitoring health indicators. It provides details on healthy diet, types of exercise, testing before exercise and sample exercise programs. The non-drug management aims to control blood sugar levels through patient education, monitoring and encouraging lifestyle modifications.
The document summarizes non-drug management of diabetes mellitus. It discusses lifestyle changes like following a healthy diet, regular exercise, and weight control as important non-drug approaches. Monitoring health indicators like blood glucose, blood pressure, cholesterol and attending regular medical checkups are also emphasized to manage diabetes and prevent complications long-term without relying solely on medication.
The document summarizes non-drug management of diabetes mellitus. It discusses lifestyle changes like following a healthy diet, regular exercise, and weight control as important non-drug approaches. Monitoring health indicators like blood glucose, blood pressure, cholesterol and attending regular medical checkups are also emphasized to manage diabetes and prevent complications long-term without relying solely on medication.
This document provides an overview of diabetes mellitus, including its pathophysiology, classification, risk factors, symptoms, diagnostic criteria, management through nutrition, exercise, glucose monitoring, drug therapy including insulin and oral hypoglycemic agents, complications, and patient education. It describes the four main types of diabetes as type 1, type 2, gestational, and other specific types, and discusses the characteristics, causes, and treatment of each.
The document provides an overview of diabetes mellitus, including its classification, pathophysiology, risk factors, symptoms, diagnostic criteria, management through nutrition, exercise, glucose monitoring, drug therapy including insulin and oral hypoglycemic agents, and potential complications. It discusses the different types of diabetes in detail.
Diabetes mellitus (DM) is a syndrome of chronic hyperglycaemia is due to one of two mechanisms:
Inadequate production of insulin , or
Inadequate sensitivity of cells to the action of insulin.
It affects more than 220 million people worldwide, and it is estimated that it will affect 440 million by the year 2030
"Diabetes" comes from the Greek word for "siphon", and implies that a lot of urine is made.
The second term,"mellitus" comes from the Latin word, "mel" which means "honey", and was used because the urine was sweet.
• The onset of type 1 diabetes may also be associated with sudden weight loss or nausea, vomiting, or abdominal pains, if DKA has developed.
This document provides an overview of diabetes mellitus. It begins by defining diabetes as a metabolic disorder characterized by high blood glucose levels due to either lack of insulin production or insulin resistance. It then discusses the different types of diabetes (type 1 and type 2), risk factors, clinical manifestations, diagnostic testing, management including nutrition, exercise, and pharmacotherapy, and complications. A meta-analysis is summarized that found disease management programs involving care from diabetes managers can significantly reduce hemoglobin A1C levels compared to usual care, especially when the manager can modify treatment.
This document provides information about ketone monitoring for school personnel working with students with diabetes. It defines ketones as acids produced when the body uses fat for energy instead of glucose. Ketone testing is important to detect diabetic ketoacidosis early to prevent health issues. The document outlines when and how to test urine or blood for ketones according to a student's diabetes medical management plan and what actions to take based on the results.
Mr. G, a 47-year-old businessman, was admitted to the hospital on September 27th at 11:05pm for diabetes mellitus, ischemic heart disease, hyperlipidemia, and hypertension. His medical history includes hypertension, diabetes, ischemic heart disease in 2008, and peripheral vascular disease in 2010. On examination, he had dry skin, flaky skin on his lower legs and feet, and an IV in his left hand. Lab tests showed elevated glucose, cholesterol, and kidney function. Imaging found an old heart attack and brain infarct. The patient's diabetes is managed through diet, exercise, oral medications, and possibly insulin therapy depending on his ability to control blood sugar levels.
Diabetes mellitus refers to a group of diseases that affect how the body uses blood sugar (glucose). Glucose is an important source of energy for the cells that make up the muscles and tissues. It's also the brain's main source of fuel.
1) The document discusses the role of nurses in managing acute complications of diabetes mellitus, focusing on hyperglycemia, hypoglycemia, and diabetic ketoacidosis.
2) It outlines the signs, symptoms, diagnostic measures, treatment and nursing management of these acute complications.
3) The nursing role includes ongoing assessment, accurate monitoring, treatment, education, and psychological support of patients experiencing acute diabetic complications.
The document discusses regulation of blood glucose levels and metabolic derangements in diabetes. It describes how hormones like insulin and glucagon tightly regulate blood glucose levels by controlling glucose uptake and release. In diabetes, there is either insufficient insulin production or insulin resistance, leading to hyperglycemia. This causes symptoms like excessive thirst and urination as the body tries to eliminate excess glucose through urine. Without treatment, high blood glucose in diabetes can cause serious complications like diabetic ketoacidosis or hyperosmolar coma.
Symptoms of Pre-Diabetes and Diabetes Prevention TipsInovaHealth
Learn about pre-diabetes and how asses your risk and tips on preventing diabetes from Inova Medical Group physicians.
Learn more about Inova Medical Group at www.inovamedicalgroup.org.
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
Co-Chairs, Val J. Lowe, MD, and Cyrus A. Raji, MD, PhD, prepared useful Practice Aids pertaining to Alzheimer’s disease for this CME/AAPA activity titled “Alzheimer’s Disease Case Conference: Gearing Up for the Expanding Role of Neuroradiology in Diagnosis and Treatment.” For the full presentation, downloadable Practice Aids, and complete CME/AAPA information, and to apply for credit, please visit us at https://bit.ly/3PvVY25. CME/AAPA credit will be available until June 28, 2025.
Test bank for karp s cell and molecular biology 9th edition by gerald karp.pdfrightmanforbloodline
Test bank for karp s cell and molecular biology 9th edition by gerald karp.pdf
Test bank for karp s cell and molecular biology 9th edition by gerald karp.pdf
Test bank for karp s cell and molecular biology 9th edition by gerald karp.pdf
DECLARATION OF HELSINKI - History and principlesanaghabharat01
This SlideShare presentation provides a comprehensive overview of the Declaration of Helsinki, a foundational document outlining ethical guidelines for conducting medical research involving human subjects.
- Video recording of this lecture in English language: https://youtu.be/Pt1nA32sdHQ
- Video recording of this lecture in Arabic language: https://youtu.be/uFdc9F0rlP0
- 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
Promoting Wellbeing - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Are you looking for a long-lasting solution to your missing tooth?
Dental implants are the most common type of method for replacing the missing tooth. Unlike dentures or bridges, implants are surgically placed in the jawbone. In layman’s terms, a dental implant is similar to the natural root of the tooth. It offers a stable foundation for the artificial tooth giving it the look, feel, and function similar to the natural tooth.
Travel vaccination in Manchester offers comprehensive immunization services for individuals planning international trips. Expert healthcare providers administer vaccines tailored to your destination, ensuring you stay protected against various diseases. Conveniently located clinics and flexible appointment options make it easy to get the necessary shots before your journey. Stay healthy and travel with confidence by getting vaccinated in Manchester. Visit us: www.nxhealthcare.co.uk
NAVIGATING THE HORIZONS OF TIME LAPSE EMBRYO MONITORING.pdfRahul Sen
Time-lapse embryo monitoring is an advanced imaging technique used in IVF to continuously observe embryo development. It captures high-resolution images at regular intervals, allowing embryologists to select the most viable embryos for transfer based on detailed growth patterns. This technology enhances embryo selection, potentially increasing pregnancy success rates.
Lecture 6 -- Memory 2015.pptlearning occurs when a stimulus (unconditioned st...AyushGadhvi1
learning occurs when a stimulus (unconditioned stimulus) eliciting a response (unconditioned response) • is paired with another stimulus (conditioned stimulus)
Summer is a time for fun in the sun, but the heat and humidity can also wreak havoc on your skin. From itchy rashes to unwanted pigmentation, several skin conditions become more prevalent during these warmer months.
low birth weight presentation. Low birth weight (LBW) infant is defined as the one whose birth weight is less than 2500g irrespective of their gestational age. Premature birth and low birth weight(LBW) is still a serious problem in newborn. Causing high morbidity and mortality rate worldwide. The nursing care provide to low birth weight babies is crucial in promoting their overall health and development. Through careful assessment, diagnosis,, planning, and evaluation plays a vital role in ensuring these vulnerable infants receive the specialize care they need. In India every third of the infant weight less than 2500g.
Birth period, socioeconomical status, nutritional and intrauterine environment are the factors influencing low birth weight
4. 1-800-DIABETES www.diabetes.org
Vocabulary
Hyperglycemia - too high a level of glucose in the blood
Ketones - (ketone bodies) Chemicals that the body makes when
there is not enough insulin in the blood and the body must break down
fat for its energy
Diabetic ketoacidosis (DKA) - An acute metabolic
complication of diabetes characterized by excess acid in the blood
which can be life threatening
Ketone testing - a procedure for measuring the level of ketones in
the urine or blood
Glucose - a simple sugar found in the blood. The fuel that all body
cells need to function
4
5. 1-800-DIABETES www.diabetes.org
HYPERglycemia = HIGH Glucose
(Sugar)
Onset:
• Usually slow to develop to severe levels
• More rapid with pump failure/malfunction, illness, infection
• Can mimic flu-like symptoms
• Greatest danger: may lead to diabetic ketoacidosis (DKA) if not
treated
DMMP will specify signs and action steps at each
level of severity:
• Mild
• Moderate
• Severe
5
6. 1-800-DIABETES www.diabetes.org
Severe Symptoms
Labored breathing Confusion
Profound weakness Unconscious
Moderate Symptoms
Dry mouth Vomiting
Stomach cramps Nausea
Mild Symptoms
Lack of concentration Thirst
Frequent urination Flushing of skin
Sweet, fruity breath Blurred vision
Weight loss Increased hunger
Stomach pains Fatigue/sleepiness
Hyperglycemia: Possible Signs &
Symptoms
7. 1-800-DIABETES www.diabetes.org
Hyperglycemia: Risks &
Complications
• Hyperglycemia, which if untreated can lead to DKA and
potentially to coma and/or death (mainly in type 1)
• Interferes with a student’s ability to learn and participate
• Serious long-term complications develop when glucose
levels remain above target range over time or are recurring
7
8. 1-800-DIABETES www.diabetes.org
Hyperglycemia: What to do
Goal: lower the blood glucose to target range.
Action steps, following DMMP
• Verify with blood glucose check
• Check ketones
• Allow free use of bathroom and access to water
• Administer insulin
• Recheck blood glucose
• Call parent/guardian
• Note any patterns, communicate with school nurse
and/or parent/guardian
9. 1-800-DIABETES www.diabetes.org
Hyperglycemia: Possible Causes
• Late, missed or too little insulin
• Food intake exceeds insulin coverage
• Decreased physical activity
• Expired or improperly stored insulin
• Illness, injury
• Stress
• Other hormones or medications
• Hormone fluctuations, including menstrual periods
• Any combination of the above
9
10. 1-800-DIABETES www.diabetes.org
Hyperglycemia: Prevention
• Timing is very important – stick to the schedules:
− Meal time, insulin administration, physical activity
• Accuracy is very important
− Insulin dose, monitoring the amount and type of food eaten
• Changes should only be made after consultation with the
parent/guardian and/or school nurse
− Snack, meal, or insulin or physical activity times or amounts
10
11. 1-800-DIABETES www.diabetes.org
Information for Teachers
• Students with hyperglycemia or hypoglycemia often do not
concentrate well
• Students should have adequate time for taking medication,
checking blood glucose, and eating
• During academic testing, provide accommodations as per
504 plan or IEP
─ Check blood glucose before and during testing, per plan
─ Access to food/drink and restroom
─ If a serious high or low blood glucose episode occurs, students
should be excused with an opportunity for retake
11
12. 1-800-DIABETES www.diabetes.org
“Make the Right Choice the Easy
Choice”
Eliminate barriers to diabetes management:
• Become familiar with and following students’ written
plans
• Eliminate barriers to:
− snacking
− blood glucose checks
− access to water and bathrooms
− insulin administration
• Avoid “good or bad” judgments based on individual
blood glucose readings
• Communicate with parent/guardian and school
nurse
12
Editor's Notes
12/2008
This training component is one of thirteen components created
specifically for school nurses and non-medical school personnel who
perform diabetes care tasks at school.
These components are:
• Diabetes Basics
• Diabetes Medical Management Plan
• Hypoglycemia
• Hyperglycemia
• Blood Glucose Monitoring
• Glucagon Administration
• Insulin Basics
• Insulin by Syringe and Vial
• Insulin by Pen
• Insulin by Pump
• Ketones
• Nutrition and Physical Activity
• Legal Considerations
This unit is Hyperglycemia.
Participants will be able to understand:
Recognition of high and low blood glucose symptoms
Treatment of high and low blood glucose levels
Prevention of high and low blood glucose levels
Short and long-term risks and complications
Let’s review a few vocabulary terms related to hyperglycemia:
Hyperglycemia - too high a level of glucose in the blood.
Ketones - (ketone bodies) Chemicals that the body makes when there is not enough insulin in the blood and the body must break down fat for its energy.
Diabetic ketoacidosis (DKA) -Diabetic ketoacidosis (DKA) is an acute metabolic complication of diabetes characterized by excess acid in the blood which can be life threatening.
Ketone testing - a procedure for measuring the level of ketones in the urine or blood.
Glucose - a simple sugar found in the blood. The fuel that all body cells need to function.
Hyperglycemia is a term that refers to high blood glucose level in the blood.
Yet the irony is that with all the glucose floating around in the blood the body cells are actually starving because glucose cannot get in.
An isolated high blood glucose reading is cause for concern, but not alarm. For example, blood glucose is expected to be somewhat higher following a meal or snack, but it should also drop once insulin starts to work. However, it is also important to note that hyperglycemia can occur more rapidly in students with insulin pumps if a pump malfunctions or delivers less insulin. Illness or infection can also contribute to a more rapid escalation of hyperglycemia. Hyperglycemia becomes an increasing concern when several consecutive readings have been high, or when accompanied by vomiting.
As hyperglycemia progresses, the student may be nauseous or be dehydrated and listless – often it looks flu-like. Any student with diabetes who presents with flu-like symptoms should immediately perform a blood glucose check, contact the school nurse and/or parent/guardian as directed by the student’s DMMP.
Hyperglycemia most often does not appear to be as dramatic as does low blood glucose – so it is perceived as less threatening. Yet untreated, high blood glucose presents a much greater threat, especially for those students who are dependent on insulin.
If there is not enough insulin for any reason - pump malfunction, failure to take insulin or insulin not working effectively - there maybe a breakdown in fat, causing ketones to form, ketones may build up in the blood and may result in diabetic ketoacidosis (DKA). Fortunately, the onset of hyperglycemia and progression to DKA is usually pretty slow.
The student’s DMMP should determine precisely what actions should be taken at each level of severity of hyperglycemia.
The onset of severe hyperglycemia and progression to DKA is usually pretty slow. As a result, the recognition and treatment of mild hyperglycemia is vitally important.
These symptoms vary somewhat from individual to individual, or from episode to episode and can include:
ThirstBlurred vision
Lack of concentrationWeight loss
Frequent urinationSweet, fruity breath
Fatigue/sleepinessStomach pains
Increased hungerFlushing of skin
The following symptoms indicate that hyperglycemia has escalated.
Mild symptoms plus:
Dry mouth
Nausea
Vomiting
Stomach cramps
Sweet, fruity breath
This last group of symptoms indicate severe hyperglycemia, and probable ketoacidosis.
Mild and moderate symptoms plus:
Labored breathing
Profound weakness
Confusion
Unconscious
The important thing to remember is that intervention at any of these levels will prevent progression to more severe symptoms.
There are several important reasons to learn the signs, treatment, and prevention strategies for hyperglycemia.
If left untreated for an extended period, hyperglycemia resulting from insufficient insulin can lead to “diabetic ketoacidosis” (DKA) and/or coma and death. The onset is more rapid for students who wear insulin pumps.
High blood glucose can affect a student’s general well-being. Students who do not feel well are less able to learn and participate in school activities.
When glucose levels remain high over time or are recurring, serious life-limiting complications of diabetes develop. Diabetes is the leading cause of adult blindness, lower limb amputations, kidney failure, heart disease and stroke.
Many students with diabetes will not experience symptoms from high glucose levels until the level is far above target range. Therefore, glucose testing is needed to identify otherwise undetectable high glucose levels.
The good news is that, treating high glucose levels in accordance with the student’s DMMP, enables students to participate fully in their education and enhances their health and well-being in the future.
To prevent progression, action needs to be taken at the first signs of hyperglycemia, in accordance with the student’s DMMP.
The goal in the treatment of hyperglycemia is to lower the blood glucose level to within a student’s target range.
Always follow the individual student’s DMMP.
Generally, the action steps for hyperglycemia are:
First of all, verify status with a blood glucose check as specified in the DMMP.
Secondly, check ketones as specified in the DMMP.
Allow free use of bathroom and access to water
Administer insulin as specified in the DMMP.
Recheck blood glucose per DMMP.
The parent/guardian should be notified immediately when the conditions for contact are present as specified in the DMMP.
Note patterns and need for bathroom or water access and communicate with student, school nurse or parent/guardian as specified in DMMP.
The first four items in this list – late, missed or too little insulin, expired or improperly stored insulin, food, physical activity-are the main players. Keeping these in balance is generally what keeps blood glucose from going too high OR too low.
Let’s talk about these factors in a little more detail.
Too little insulin - Forgetting to “cover” a meal or snack with rapid-acting insulin can happen. A concern is when students have not taken their long-acting or basal insulin. Students on pumps are especially vulnerable to high blood glucose, if their infusion site pulls out or occludes, preventing basal insulin delivery.
Too much food or food that is not covered by insulin. This may be inadvertent – not realizing how carbohydrate-rich a particular food is. For example, a student who is used to eating grocery store bagels at home, may not realize that some shop bagels are two time as rich in carbohydrates.
Decreased physical activity.
Other factors may also play a role:
Expired or “spoiled” insulin: Sometimes insulin that is beyond expiration or has been stored improperly can lose it’s potency and can cause hyperglycemia.
Illness, injury, infection – an otherwise “unexplained” high glucose reading may be a sign of onset of illness.
Stress.
Hormone fluctuations, including menstrual periods.
Other hormones, such as glucagon, growth hormone, adrenaline, cortisol or medications.
Because severe hyperglycemia is generally slow to develop, school personnel can do a lot to prevent or minimize hyperglycemia by doing the following:
First of all, timing is very important in all aspects of diabetes management. Eat on time, check blood glucose level on time, take insulin on time, and physical activity on time.
Ensure that insulin dosing is accurate, according to guidelines in the DMMP. The DMMP should specify what assistance, if any, is needed. Take appropriate action according to DMMP if a missed dose of insulin is suspected or if an insulin pump malfunctions.
The same kind of accuracy in “dosing” needs to happen with food as well. Many students will be able to choose foods independently if provided with carbohydrate information. However, some students may need assistance or monitoring as indicated in the DMMP.
“Extra snacks” can be a problem if not worked into the overall meal plan for the day. On the other hand, many special snacks can be accommodated in consultation with the parent/guardian. Be sure each teacher knows to consult with parent/guardian prior to serving extra snacks.
Changes in snack, meal, or physical activity times should only be made after consultation with parent/guardian and/or school nurse.
A few practical implications for educators related to the prevention and/or intervention of hyper- and hypoglycemia:
Students with hyperglycemia or hypoglycemia often do not concentrate very well; students may need to have information repeated.
Students should have adequate time for taking medication, checking blood glucose, and eating.
During academic testing:
Students should check blood glucose before and during testing, if specified in their plan.
Students should have access to food/drink and restroom during the testing period
Students should be excused from testing with an opportunity for retake later, should a serious high or low blood glucose episode occur.
“Make the right choice the easy choice”
Eliminate barriers to diabetes management by:
Becoming familiar with and following students’ written plans
Eliminating barriers to:
snacking
blood glucose checks
access to water and bathrooms
insulin administration
Avoiding “good or bad” judgments based on individual blood glucose readings
Communicating with parent/guardian and school nurse