The Aged Patient With Diabetes

5 10 2006

By Annette R. Karnash, R.N., M.N.

Most older patients that have diabetes have Type 2, manage it most often through diet, medication, exercise and glucose monitoring. And age does make a difference in how you approach the challenge in helping this patient comply with the necessary treatment regime.

Diets should not be complicated, just plain and simple. Determine the likes and dislikes of the patient and you’ll find they comply more easily if these are included in the diet. A list of foods to be avoided helps. Eating three meals and a light snack at bedtime should be stressed and meals should be no longer than 5 hours apart and not be skipped. Because most diabetics are overweight, they sometimes feel that if they skip a meal this will help them to lose weight, but this can create problems.

In selecting an oral agent for an elderly patient, the physician must be aware of other medications the patient is taking as well as other health problems they may have. The patient should be instructed to check with a pharmacist prior to taking both prescribed and over the counter meds as they can pose drug interactions. Renal function is often a problem with the older patient, so test for proteinuria, creatinine and blood-urea-nitrogen should be done as a base-line prior to prescribing drugs that are broken down by the kidney. When oral agents are unable to control the blood glucose level, insulin may be prescribed. Visual acuity should be determined, since many older people have cataracts, glaucoma, macular degeneration or double vision due to autonomic neuropathy. Various types of visual aids are available to help the patient draw up the appropriate does. Perhaps syringes could be drawn up for a week on a tray marked for each day, if a single type of insulin is used. Or perhaps a family member might be able to assist. A variety of injectors are also available. He should be told that too much or too little insulin may cause a reaction. The signs and symptoms of insulin reactions should be given to them in bold print.

Exercise continues to be important despite age. Walking is the best form of exercise and in winter the malls should be suggested as they are most comfortable at this time of year. Swimming is another form of exercise that may appeal to the older patient. Hormonal changes can result in osteoporosis, making them reluctant to exercise because of aches, pain or stiffness. But exercise and prescribed medication will enable them to feel better.

Dexterity may be a problem for the elderly to handle the blood glucose monitoring meter, especially if they have arthritis. Once again, a family member may give an assist.

We cannot stress enough the importance of taking the correct dose of medication. Because the elderly are often forgetful, they may inadvertently take an overdose of an oral agent that can result in arrhythmias, confusion, seizures and loss of consciousness. Hyperglycemic Hypersomolar Nonketotic Coma (HHNK) can be life threatening to a diabetic and may even occur in patients not diagnosed with diabetes. The elderly often use thiazide diuretics, glucocorticoids, furosemides and immunosuppressant agents which are hyper-glycemic inducing drugs and their underlying conditions such as renal failure, pancreatitis, infections, myocardial infarcts, stress and burns may precipitate HHNK. In this condition the blood sugar becomes extremely high, accompanies by extreme dehydration, absence of ketones, confusion, lethargy, depressed sensorium and increased thirst and urination.

Coronary insufficiency, common among diabetics, predisposes them to heart attacks, hypertension and strokes. Some physiological changes that accompany again such as arteriosclerosis and atherosclerosis diminish vascular supply. When the vascular deficiency affects the brain, it clouds the memory, causes forgetfulness, vertigo and TIA’s. Peripheral insufficiency can result in ulcerations of the extremities. Daily inspection, bathing and massaging of the feet are important aspects of care to preventing problems. Patients are also reminded to insist upon the doctor examining their feet with each visit if it is not included routinely. Periodic visits to the chiropodist is also important because often the patient is unable to see well enough or lacks the mobility to bend over to trim their own toe nails.

In teaching the elderly diabetic, keep in mind their hearing problems, therefore you must speak slowly, clearly and loud enough and be flexible. Because the older patient experiences more stress frequently due to many losses; loved ones, homes, hearing, sight, driving, safety, security and finances, they may experience more hyperglycemic reactions. They should be encouraged to join a support group, a community senior center or service programs so as not to become isolated if they live alone. Understanding the changes that occur in the aging body will impact on how well you teach your elderly patient with diabetes.





Diabetes and Alzheimer’s

5 07 2006

By Annette R. Karnash, R.N., M.N.

Having diabetes appears to be linked to a 65% higher risk of developing Alzheimer’s disease. A study of data from the Religious Orders Study of Catholic nuns, priests and brothers analyzed the relationship between Alzheimer’s and Diabetes for 5 years. Eight hundred and twenty four participants underwent periodic neurophysiogical testing of cognitive systems including general knowledge working memory, perceptual speed and recognition of spatial patterns. One hundred and fifty one participants developed Alzheimer’s, including 31 with diabetes, a 65% higher risk of developing Alzheimer’s for those with diabetes compared to those without diabetes.

Knowing that diabetes is associated with vascular diseases that affect the brain and thinking, is this connection a vascular process? Knowing also that diabetes increases atherosclersclerosis and cholesterol and that high cholesterol aggravates Alzheimer’s, could it be a cause and effect relationship or simply an association?





Teeth and Gums

5 07 2006

By Annette R. Karnash, R.N., M.N.

If everyone would practice preventive dentistry, a trip to the dentist could be as benign as a trip to the hairdresser. By flossing, brushing with fluoride tooth paste and using a bacteria killing mouth wash, trips to the dentist for dental problems could be reduced. Modern technology found additional preventive techniques that may even prove to be even more appealing. Eating 1 ounce of certain cheeses such as Swiss, aged cheddar or Monterey Jack, eliminates the acid production of plaque.

Plaque is a soft film of bacteria, saliva and minute food particles that stick to the teeth and places you at higher risk for developing cavities. Of course, what is good for your mouth does not necessarily hold true for you waistline or your arteries. So not 3 or 4 ounces, only 1 ounce is suggested. Research has also shown that chewing gum containing sorbitol for 10 minutes after meals or snacks helps to neutralize the acids that form on dental plaque which leads to cavities. It stimulates the flow of saliva and squirts it between the teeth into crevices where decay breeds. Evan a gelatin candy like Gummi Bears may produce a cavity reducing ability similar to that of sorbitol gum after ten minutes of chewing. With its rubbery consistency and citric acid, which combine to produce the same effect as gum, the candy acts as an inexpensive Water Pik, stimulating the flow of saliva and squirting it between the teeth.

Gummi bears do contain sugar and corn syrup, two proven cavity producers, so it is best to brush and flush afterward. Whether the positives outweigh the negatives is a matter of dental debate, but it is something that we need to bring to the attention of our diabetic patients.





Because the Patient

5 07 2006

By Annette R. Karnash, R.N., M.N.

Because the patient has a need, we have a job to do
Because the patient has a choice, we must be the better choice
Because the patient has sensibilities, we must be considerate
Because the patient has an urgency, we must be quick
Because the patient is unique, we must be flexible
Because the patient has high expectations, we must excel
Because the patient has influence, we have the hope of more patients
Because of the patient, we exist.





The Teachers Teaching/Learning Experience

5 07 2006

By Annette R. Karnash, R.N., M.N.

Does your teaching increase your patient’s knowledge of the disease? Does it motivate them to make necessary life style changes? How do you determine that your teaching benefits your patient? How do you measure if learning has taken place?

A systematic method of evaluating your teaching cannot only help to assess your program’s success but can identify your strengths and weaknesses. In patient teaching, it is important to determine the patient’s knowledge base of the disease (diet, foot care, diabetic identification, exercise, signs and symptoms of hypo and hyperglycemia, the importance of carrying glucose etc.), and if necessary behavior changes are taking place. What methods do you use to determine this? Observations, phone calls, personal interviews, written questionnaires? If questionnaires – what types – multiple choice, completion, true or false? What percentage of complaints do you receive? Do they even answer the questionnaires? If not, have you found ways to encourage compliance – including a statement to ensure confidentiality, providing a stamped self addressed envelope, or follow-up calls? Did you provide adequate time for teaching? Have you encouraged staff to reinforce teaching? Have patients been allowed to adequately demonstrate blood sugar monitoring, insulin administration etc. prior to being expected to go it alone?

Negative responses to this feedback can provide you with opportunities to: adjust your program content, use different teaching strategies, including more visual aids or written information, provide a better learning environment, speak louder, and allow more group discussions or demonstrations. Today’s nursing professional needs creative practitioners who can cope with current revolutionary changes brought about by automation, advances in medical science and the expansion of health services. We need to respect and encourage imaginative and unusual ideas, proved opportunities for learning and encourage independent learning and thinking. What have you learned from your patients, teacher?