NURS FPX 6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

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Capella university

NURS-FPX 6026 Biopsychosocial Concepts for Advanced Nursing Practice 2

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Analysis of Position Papers for Vulnerable Populations

Type 1 Diabetes mellitus (T1DM) is a serious health issue with significant impacts on children from economically deprived communities. It affects mostly children in rural settings with minimal access to healthcare facilities and education. These socioeconomic disparities severely distress these low-income families, placing the children at risk during their childhood years and life span. This paper seeks to explore the prevalence and implications of type 1 diabetes in underserved pediatric populations and evaluate current care practices. The paper reviews several position papers discussing positive and negative approaches to the problem.

Team’s Perception of the Issue and Underlying Assumptions

T1DM is an autoimmune condition in which the immune system attacks and destroys the islet β cells (Grabia et al., 2021). Nine-year-old Henry, a third-grader with T1DM, struggles to manage his diabetes due to limited access to affordable insulin and diabetes management tools in his urban neighbourhood. Henry has trouble keeping up with his friends in sports and other social activities, affecting his self-esteem. Despite his family’s concerns, the high cost of consistent medical care leads to delays in managing his condition. This age group is particularly vulnerable as it is a critical period for developing social relationships, physical fitness, and coping strategies. Early intervention can prevent future complications and help reduce the strain on healthcare systems.

Unfortunately, most schools have not executed comprehensive programs that enhance diabetes education support about safe physical activity and a balanced diet to promote well-being (Junco & Hawrylak, 2022). Moreover, underprivileged neighbourhoods often have limited access to trained healthcare staff and inadequate facilities for blood sugar monitoring and insulin administration. This makes it difficult to manage T1DM properly. As a result, the children in these communities have a higher incidence of T1DM and poorer long-term health. It creates a cycle of disadvantage that prolongs poor health and limits opportunities for health. The number of new cases of T1DM is increasing by around 130,000 annually worldwide. The International Diabetes Federation (IDF) estimates that over 1.1 million children and adolescents under 20 are living with T1DM (Grabia et al., 2021).

NURS FPX 6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

A holistic and community-based approach is necessary to deal with the challenges of T1DM. The strategy will include school-based interventions aimed at promoting diabetes education, training school staff on diabetes management and developing peer support groups (Hershey et al., 2021). Health programs encompassing home and school settings have proved to be more successful at empowering parents and teachers to better support children like Henry through this resourceful process. This approach allows a program to meet immediate T1DM needs, establishing long-term wellness and ensuring enhanced health outcomes.

Early intervention will be essential in reducing serious complications such as kidney and heart diseases in children. Healthy equity can be promoted by ensuring that access to the necessary resources is fair for all children. It creates a suitable setting where every child can flourish (Hershey et al., 2021). Access to diabetes education, blood sugar monitoring tools, emotional support, and active parental involvement can lower healthcare costs and improve health outcomes. Program initiatives like the American Diabetes Association (ADA) Safe at School initiative are critically important for supporting school diabetes management (ADA, 2024).

NURS FPX 6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

This plan is based on several key assumptions. It assumes that parents, educators, and community leaders are willing and able to participate actively in initiatives to manage T1DM. This presumes that the community will be involved in collective work for diabetes care and have resources like educational tools and medical equipment such as insulin and glucose meters to manage diabetes (Sims et al., 2022). Third, there will be enough resources and funding available for school- and community-based programs around diabetes education, including educating students on blood sugar control skills, insulin administration, and mental health support. The strategy operates based on the understanding that treating T1DM early in childhood can mitigate the development of long-term complications and the continuation of diabetes into adulthood (Sims et al., 2022). Early lifestyle habits are significant for determining lifelong health patterns.

Interprofessional Team Approach and Challenges

An effective response to T1DM in underprivileged children like Henry calls for an interdisciplinary approach to foster lasting and equitable health developments. Endocrinologists are critical in assessing hormone levels, medication needs and related health complications. Moreover, diabetes educators are crucial in reinforcing healthy behaviors, monitoring blood glucose and supporting successful diabetes management. Pediatricians and dietitians develop nutrition and exercise plans specifically designed for children, keeping blood sugar levels optimal (Montali et al., 2021).

Additionally, mental health experts are integral in helping the child gain emotional and psychological support. They develop resilience and provide the child with healthy coping mechanisms, given the social and emotional stresses associated with T1DM. School nurses are essential in monitoring and recording changes in health status. Community health workers are crucial to connecting families with community resources and support services. School nurses and teachers are also important support agents as they provide a network of consistent support within the school setting (Drakopoulou et al., 2022). This multi-perspective approach reinforces interventions and creates an inclusive support system, ensuring comprehensive care for the T1DM patient.

NURS FPX 6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

T1DM requires an interdisciplinary approach, as it is impacted by the different aspects related to physical, social, and mental health perspectives. A multidisciplinary team offers effective care by avoiding the fragmentation of care whereby all factors are neglected, such as cognitive and social support (Salis et al., 2022). However, challenges in communication breakdown and unaligned team priorities could arise. It poses gaps in effective collaboration (Rawdon et al., 2022). Additionally, limited resources and scheduling conflicts can hinder cohesive care. Building strong professional relationships, clarifying roles and aligning on a shared strategy focused on the child’s needs first. Using such collaboration, the team can engage various causes of T1DM and work toward equal and sustainable healthcare provision for children experiencing similar differences.

Evaluating Evidence and Recognizing Knowledge Gaps

Research studies highlight the need for a collaborative approach to managing T1DM in children, especially in communities with health disparities. For example, Salis et al. (2022), provide comprehensive guidelines for improving T1DM care for pediatric populations. They emphasize tailored interventions involving collaboration among healthcare providers, diabetes educators, dietitians, and mental health experts. It strengthens the idea of interdisciplinary collaboration as essential in providing effective, patient-centered care.

Gurunathan et al. (2020), conducted a systematic review of school-based intervention programs, indicating that partnerships between schools and healthcare specialists can significantly enhance diabetes management through strategies like promoting healthy eating, consistent monitoring, and reducing T1DM incidence in children. This finding underscores the critical role of community involvement in achieving lasting health improvements. Bassi et al. (2024), underline that key components of effective school-based T1DM programs include comprehensive diabetes education, training in blood glucose monitoring and lifestyle promotion. All these most impactful programs offer individualized education plans to empower children and their families in proactive disease management. This approach would suggest that integrating diabetes education into classroom routines will likely lead to a change in attitudes toward child and family health education.

NURS FPX 6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

Despite promising evidence, several challenges hinder the effectiveness of interventions in T1DM. Poor resources can limit access to healthcare services and providers, especially in marginalized communities. Cultural attitudes towards diabetes, such as stigmas associated with the condition like traditional dietary habits, differing levels of trust in medical solutions, and socioeconomic inequalities. It determines the receptiveness of communities to these initiatives (Hershey et al., 2021). Families may have different priorities because of their circumstances and resist change or not comply with recommended lifestyle changes.

Other barriers include the lack of school curricula that encourage frequent monitoring of diseases, healthy eating and the lack of trained diabetes educators. There is also a need for an increased understanding of how such multifaceted interventions can be sustained and appropriately applied across life stages and different cultural settings. Further research is also needed to discover how community-specific challenges could be better addressed in ways that help maintain interdisciplinary collaboration (Reeves et al., 2024). Interventions to improve child health should ensure that they will effectively combat T1DM.

Primary Viewpoint and Communication Approaches

T1DM in younger children, like Henry, constitutes a significant challenge to their long-term health and quality of life. Overcoming this challenge requires an organized multidisciplinary approach incorporating diabetes education, insulin administration, blood glucose monitoring, appropriate nutrition, and family-centered support supported by existing research. Studies by Gurunathan et al. (2020), and Bassi et al. (2024), emphasize the value of school-based programs that actively involve the child and their community. It shows the need for comprehensive and inclusive strategies.

The importance of addressing T1DM in children can be effectively communicated through targeted and straightforward language, avoiding data overload. Statistical insights into T1DM prevalence add to the significance. Regular team meetings allow a systematic environment to discuss the needs of patients and update each other. Lastly, having open channels for feedback enables team members to ask questions and clarify matters, thus creating a cooperative environment where everyone is involved in delivering quality care to patients (Salis et al., 2022).

Conclusion

T1DM is prevalent in children, especially those in underserved communities. It poses significant challenges to their long-term health. Developing effective interventions requires a multidisciplinary strategy integrating diabetes education, regular blood glucose monitoring, healthy nutrition, and strong family involvement. Research highlights that school-based and community-focused programs combined with active participation from parents and healthcare providers are essential to improving health outcomes. They promote early intervention and reduce the incidence of T1DM complications.

References

ADA. (2024). Safe at School | ADA. Diabetes.org. 

https://diabetes.org/advocacy/safe-at-school-state-laws

Bassi, M., Scalas, M., Spacco, Perasso, V., Franzone, D., Strati, Dufour, F., Lionetti, B., Rizza, F., Parodi, S., d’Annunzio, G., & Minuto, N. (2024). Management of type 1 diabetes in a school setting: Effectiveness of an online training program for school staff. Frontiers in Public Health, 11. https://doi.org/10.3389/fpubh.2023.1228975

Drakopoulou, M., Begni, P., Mantoudi, A., Mantzorou, M., Gerogianni, G., Adamakidou, T., Alikari, V., Kalemikerakis, I., Kavga, A., Plakas, S., Fasoi, G., & Apostolara, P. (2022). Care and safety of schoolchildren with type 1 diabetes mellitus: Parental perceptions of the school nurse role. Healthcare, 10(7), 1228. https://doi.org/10.3390/healthcare10071228

Grabia, M., Żukowska, R., & Socha, K. (2021). Prevalence of metabolic syndrome in children and adolescents with type 1 diabetes mellitus and possibilities of prevention and treatment: A systematic review. Nutrients, 13(6), 1782. https://doi.org/10.3390/nu13061782

Gurunathan, U., Prasad, H. K., White, S., Prasanna, B., & Sangaralingam, T. (2020). Care of children with type 1 diabetes mellitus in school – An interventional study. Journal of Pediatric Endocrinology and Metabolism, 34(2), 195–200. https://doi.org/10.1515/jpem-2020-0334

Hershey, J. A., Morone, J., Lipman, T. H., & Hawkes, C. P. (2021). Social determinants of health, goals and outcomes in high-risk children with type 1 diabetes. Canadian Journal of Diabetes, 45(5), 444–450. https://doi.org/10.1016/j.jcjd.2021.02.005

NURS FPX 6026 Assessment 1 Analysis of Position Papers for Vulnerable Populations

Junco, L., & Hawrylak, M. (2022). Teachers and parents’ perceptions of care for students with type 1 diabetes mellitus and their needs in the school setting. Children, 9(2), 143. https://doi.org/10.3390/children9020143

Montali, L., Zulato, E., Cornara, M., Ausili, D., & Luciani, M. (2021). Barriers and facilitators of type 1 diabetes self-care in adolescents and young adults. Journal of Pediatric Nursing, 62, 136–143. https://doi.org/10.1016/j.pedn.2021.09.014

Rawdon, C., Kilcullen, S. M., Murphy, N., Swallow, V., Gallagher, P., & Lambert, V. (2022). Parents’ perspectives of factors affecting parent–adolescent communication about type 1 diabetes and negotiation of self-management responsibilities. Journal of Child Health Care, 28(3), 514–535. https://doi.org/10.1177/13674935221146009

Reeves, J., Krezan, C., Burge, M. R., Mishra, S. I., Regino, L., Bleecker, M., Rodriguez, D. P., McGrew, H. C., Bearer, E. L., & Erhardt, E. (2024). Culturally appropriate options for diabetes self‐management: Results from a patient‐centered comparative effectiveness study. Natural Sciences, 4(4). https://doi.org/10.1002/ntls.20240002

Salis, S., Verma, S., Kohli, H., & Mohan, V. (2022). Type 1 diabetes peer support groups: Bridging the gap between healthcare professionals and people with type 1 diabetes. Journal of Diabetology, 13(1), 16. https://doi.org/10.4103/jod.jod_137_21

Sims, E. K., Besser, R. E. J., Dayan, C., Rasmussen, C., Greenbaum, C., Griffin, K. J., Hagopian, W., Knip, M., Long, A. E., Martin, F., Mathieu, C., Rewers, M., Steck, A. K., & Rich, S. S. (2022). Screening for type 1 diabetes in the general population: A status report and perspective. Diabetes, 71(4), 610–623. https://doi.org/10.2337/dbi20-0054