MR JENARO DIABETIS CASE STUDY
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Mr. Jenaro
GENDER Male
AGE 61
SETTING Hospital
ETHNICITY Mexican American
CULTURAL CONSIDERATIONS
DISABILITY
SOCIOECONOMIC
Smokes one pack of cigarettes per day; tobacco use for thirty-five years
SPIRITUAL/RELIGIOUS
PHARMACOLOGIC
Regular insulin (Humulin R, Novolin R)
LEGAL
Impact on diabetes education and disease management
PREEXISTING CONDITIONS
Coronary artery disease (CAD); hypertension (HTN)
COEXISTING CONDITIONS
Newly diagnosed diabetes; hyperglycemia
COMMUNICATION
Spanish speaking; Use of a medical interpreter
ETHICAL
Use of a medical interpreter
ALTERNATIVE THERAPy
Jerbero; curandera
PRIORITIZATION
DELEGATION
Diabetes educator to assist with patient education
Overview: This case requires the nurse to recognize the signs of hyperglycemia and convey an understanding of diabetes-related lab values. Type 1 and type 2 diabetes, complications of diabetes, and dietary guidelines are discussed. The nurse must consider the impact that culture may have on diabetes management. The nurse works with a diabetes educator to educate this newly diagnosed diabetic about blood glucose monitoring, medication administration, foot care, sick day management, and proper diet and exercise. The ethical and legal considerations of using an interpreter are addressed.
Client Profile
Mr. Jenaro is a 61-year-old Spanish-speaking man who presents to the emergency room with his wife Dolores. Mrs. Jenaro is also Spanish speaking, but understands some English. Mr. Jenaro complains of nausea and vomiting for two days and symptoms of confusion. His blood glucose is 796 mg/dL. Intravenous regular insulin (Novolin R) is prescribed and he is admitted for further evaluation. He will require teaching regarding his newly diagnosed diabetes.
Case Study
Mr. Jenaro is newly diagnosed with diabetes. His hemoglobin A1C is 10.3%. Mr. Jenaro is slightly overweight. He is 5 feet 10 inches tall and weighs 174 pounds (79 kg). He reports no form of regular exercise. He does not follow a special diet at home. He states, “I eat whatever Dolores puts in front of me. She is a good cook.” For the past few months, Mrs. Jenaro has noticed that her husband “has been very thirsty and has been up and down to the bathroom a hundred times a day.” Neither can recall how long it has been since these changes in Mr. Jenaro began. Dolores states, “It has been quite a while now. It just seems to be getting worse and worse.”
Questions
- The nurse does not speak Spanish. Discuss what the nurse should keep in mind to facilitate effective communication using an interpreter. What is the difference between the role of a medical “interpreter” and that of a medical “translator”?
- Describe the following serum glucose tests used to help confirm the diagnosis of diabetes mellitus: casual, fasting, postprandial, and oral glucose tolerance test.
- When evaluating Mr. Jenaro’s postprandial result, what is important to consider regarding his age and tobacco use?
- Explain what a hemoglobin A1C (HbA1C) lab test tells the health care provider.
- How might the nurse briefly explain what diabetes is in lay terms to Mr. and Mrs. Jenaro?
- Explain the difference between type 1 diabetes and type 2 diabetes and who is at increased risk for developing each type. Based on this understanding, which type of diabetes does Mr. Jenaro have?
- Discuss the prevalence of diabetes and the potential long-term complications of diabetes.
- List five nursing diagnoses appropriate to consider for Mr. Jenaro.
- Discuss Mr. and Mrs. Jenaro’s learning needs. Consider the communication preferences of Mexican Americans.
- Discuss the dietary recommendations for a diabetic based on the Diabetes Food Pyramid.
- Discuss how culture may influence Mr. Jenaro’s diabetes management in terms of food choices, diet and exercise, and use of an alternative health care provider.
- Discuss the information the nurse and/or diabetes educator should include when teaching Mr. Jenaro about proper foot care.
- Discuss the lifestyle considerations the nurse and/or diabetes educator should discuss with Mr. Jenaro and his wife.
- Discuss what Mr. Jenaro should be taught about how to manage his diabetes on days that he is ill (e.g., if he were to have a stomach virus)?
- Jenaro meets his friends at a local bar once a week for a beer or two. What impact does alcohol have on a diabetic? Should he discontinue this social activity?
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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