Nurses Role in Educating Patients with Diabetes about Diet and

lifestyles
Presentation at the International Conference on Health Promoting Hospitals, May
25-28 .Moscow, Soviet Union
Victoria Oladimeji (PhD, MA, MBA, BA, RGN, RM)
Lecture in Nursing with speciality in Health Promotion
City University
St Bartholomew School of Nursing and Midwifery, Philpot St
Whitechapel London EC1 2EA
Tel: 020 7040 5800
020 7040 5887-Direct Line
Fax: 020 7040 5811.

Email V.I.Oladimeji@city.ac.uk

Abstract
Education about diet and lifestyle is essential to
delay the onset, or even prevent diabetes in those
at risk of Type 2 diabetes and for the effective
management of the condition in those with Types 1
and 2 diabetes.
Nurses, in collaboration with dieticians are
uniquely placed to provide this input and to ensure
the integration of accurate and consistent dietary
messages throughout hospital and community
care teams. The aim is to provide those living with
diabetes the information required to make
appropriate choices on the type and quantity of the
food which they eat as well as their lifestyles. The
advice must take account of the individual's
personal and cultural preferences, beliefs and
lifestyle, and must respect the individual's wishes
and willingness to change.

Introduction
Education about diet and lifestyle is
essential for effective management of
diabetes. Nurses, are uniquely placed
to educate patients because they
spent more time with patients that any
other professional.

AIM
The aim of education is to provide
those living with diabetes with the
information required to make
appropriate choices on the type and
quantity of the food which they eat
as well as their lifestyles. It should
cater for the specific needs of the
individual.

Objective
To facilitate self-care and help the
patient acquire new knowledge
and skills to make informed
choices about diet and lifestyle,
and facilitate behaviour change.

The steps in the Education Process:

1/
Assessment of the situation, Data collection.
2/
Planning for action /Goal Setting.
3/
Implementation
4/
Evaluation of progress and outcomes.
Mallik et al ( 1998)

Assessment of Health status must incorporate the entire

bio psycho-social aspects within the context of the
environment.
v
Health belief
v
Personal habits sleep and wake patterns
v
Recreational patterns
v
Nutritional patterns
v
Stress and coping patterns
v
Socio-economic status
v
Environmental issues
v
Occupational health patterns
v
Self concept
v
Cultural, spiritual etc
v
Family role and relationships
v
Sexuality
v
Social support
v
Emotional health
(Mallik et al 1998)

The process of dietary

assessment provides an
opportunity to explain the types of
dietary changes needed and to
explore how these may be met.

Educational goals must be

outcome orientated and there
must be audit protocols to assess
the effectiveness of structured
education, and of behavioural
change programmes and of
clinical management (Department
of Health, 2001).

Summary of content of educational

package
DIET

URINE/BLOOD
GLUCOSE/
FRUITS/DAY CHOLESTEROL
VEGETABLE MONOTORING.
S
SIGNS &
BROWN
SYMPTOMS OF
BREAD
HYPO/HYPER
LOW FAT
GLYCAEMIA
SPREAD

COMPLI
CATIONS-

WEIGHT
CONTROL

MEDICATION

REGULAR
EXERCISE

EYES/HEART
KIDNEYS
NERVES
ARTERIES

COMPLIANCE
BMI <30

BP
<140/90

ALCOHOL

Process
Lifestyle and dietary education
should be on-going interactive
process between the patient and
the professional, not a standard
package which can be delivered to a
patient in a single session.

Strategies
A variety of educational strategies,
targeted at individuals or groups,
via verbal, written or audio-visual
forms of information can be used
to expand and reinforce dietary
messages and lifestyle change.

The most important aspect

is to match the type and
level of information to
individual needs and
abilities.

In the initial stages after diagnosis,

people may only be able to assimilate
a very limited amount of information.
Those from ethnic minority groups
may need oral or written information in
their own language.

Written information summarizing the

key messages which the patient can
take home and refer to later is usually
essential.

Regular follow-up is then essential to

evaluate the effectiveness of change
and to continue the learning process.
Newly diagnosed patients and those
with special needs such as renal
disease, pregnancy, perceived poor
practice or poor knowledge should be
seen more frequently.

The frequency of follow-up

depends on the patient's
ability, compliance,
confidence, and overall
diabetic control.

Conclusion
Diabetes is a chronic disease that requires
people to make diet and lifestyle choices on
daily basis.
Nurses role in supporting patient through
the process is paramount.
With advances in medicine and technology,
people can lead normal lives without much
restriction to food choices. Education about
self-management and skills in meal planning
will help in delaying the onset of
complications of diabetes.

References
Department of Health (2001) National Service
Framework for Older People. London: Department
of Health.
Mallik M.; Hall C.; Howard D. (1998) Nursing
Knowledge and Practice A decision-making
Approach London Bailliere: Tindall.