Better Regulation Using Better Regulation Using Carbohydrate and Carbohydrate and Insulin Education: Insulin Education: B.R.U.C.I.E B.R.U.C.I.E Susan Diamond, Diabetes Specialist Dietitian Susan Diamond, Diabetes Specialist Dietitian Anne Reid, Diabetes Specialist Nurse Anne Reid, Diabetes Specialist Nurse
16
Embed
Better Regulation Using Carbohydrate and Insulin Education: B.R.U.C.I.E Susan Diamond, Diabetes Specialist Dietitian Anne Reid, Diabetes Specialist Nurse.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Better Regulation Using Better Regulation Using Carbohydrate and Insulin Carbohydrate and Insulin
Primary ObjectiveTo assess if regulation using carbohydrate and insulin education will improve treatment satisfaction and quality of life for individuals with type 1 diabetes.
Secondary ObjectivesTo assess if regulation using carbohydrate and insulin education will improve biochemical parameters for individuals with type 1 diabetes including HbA1c, BMI and Waist:Hip.
Study DesignStudy Design
This will be a randomised control study of 52 weeks
A total of 36 participants will be recruited for the treatment arm of the study and 36 participants will be recruited as a control group.
Descriptive statistics will be calculated for all key variables within the study.
A statistical package will be used to analyse the data.
Study PopulationStudy Population
Approximately 72 participants with type 1 diabetes using an analogue insulin basal bolus regime will be recruited. 36 patients will be randomly recruited to the treatment group and 36 to the control group.
AssessmentsAssessments
The key measures are change in treatment satisfaction and quality of life from baseline, 12 weeks and 52 weeks.
Biochemical parameters will be measured. HbA1c will be analysed using DCCT aligned analysis.
Waist:hip ratio and Body Mass Index will be recorded.
MethodologyMethodology
Treatment Group Visit 1 – one day CHO training baseline
assessments for QoL/Treatment Satisfaction and clinical parameters
Visit 2 – group discussion Visit 3 – group discussion, QoL/Treatment
Satisfaction and clinical parameters Visit 4 – group discussion, QoL/Treatment
Satisfaction and clinical parameters
MethodologyMethodology
Control Group Visit 1 – regular clinic visit Dietetic/DSN
consultation QoL Satisfaction and clinical parameters
2001 Novo Nordisk (A/S) Audit of Diabetes Dependant Quality of Life (ADDQoL)
Questionnaire Prof C Bradley Patient Information and Informed Consent GP/Consultant Letter B.R.U.C.I.E Poster Patient Invitation Letter
Feedback So FarFeedback So Far
Verbal feed back from participants has been positive so far:
“Completely changed my life”“Feel liberated”“My expectations have been
exceeded”
BRUCIE CurriculumBRUCIE Curriculum
Philosophy Learning Style – Social Learning Theory(1)
Lesson Plans
1. Bandura A. Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice Hall.
BRUCIE PhilosophyBRUCIE Philosophy
To empower people living with diabetes through training and development
To provide information that will allow individuals to make lifestyle choices that will have a positive impact on blood glucose
To provide support and enable people to manage their lifestyles and achieve quality of life
Sample Lesson Plan (brief overview) – Sample Lesson Plan (brief overview) – Insulin and CarbohydrateInsulin and Carbohydrate
Process Learning Theory – Social Learning Theory Learning Objectives:1. To understand the relationship between
insulin and carbohydrate2. To be able to identify why carbohydrate is
counted3. To be able to identify different types of
carbohydrate and their effect on blood glucose
Brief Lesson Plan Insulin and Brief Lesson Plan Insulin and CarbohydrateCarbohydrate
Theory Educator Activity Participant Activity Resources Verbal Persuasion: identifying knowledge base on insulin and carbohydrate Emotion Management: identifying past thoughts/experiences/myths Content
1. Current insulin regimens
2. Relationship between carbohydrate and insulin
3. Why we count carbohydrate – advantages and disadvantages
4. Different types of carbohydrate
Educator will:
1. Provide brief presentation on basic facts about insulin and carbohydrate
2. Elicit knowledge
base from participants
3. Ask questions on
insulin and carbohydrate to increase understanding
4. Encourage
participants to share experiences of insulin and carbohydrate
Participant will:
1. Use own experiences and reactions to insulin and carbohydrate
2. Describe current
relationships with carbohydrate
3. Use own experiences
to answer questions on insulin and carbohydrates
4. Share information
with fellow participants to increase personal knowledge