Diabetes in Teenagers

Diabetes in Teenagers

The two main types of diabetes are Type 1 Diabetes mellitus (T1DM) and Type 2 Diabetes mellitus (T2DM). Diabetes develops due to the loss of functional pancreatic β-cell mass, which leads to the failure of the body to produce and use insulin or a decreased sensitivity to insulin (Tan et al., 2019). Although both types of diabetes are similar conditions, the mechanisms for development differ. T1DM is related to an autDiabetes reaction and can develop early in life, while lifestyle factors cause T2DM and develop over the years. There is an alarming rise in the rate of both types of diabetes among teenagers. The National Diabetes Statistics Report 2020 estimated that over 210,000 of the United States population aged below 20 years were living with diagnosed diabetes (Centers for Disease Control (CDC), 2020). The rise in these incidences of T2DM is linked to increasing teenage obesity, eating habits, and lifestyles among teenagers.

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Adverse Effects of Diabetes in Teenagers

People who have been diagnosed with T1DM and T2DM suffer from diabetes distress, which results in reduced self-care, poor emotional well-being, and poor metabolic outcomes (Skinner et al., 2020). Teenagers who have been diagnosed with diabetes have adverse emotional outcomes. They may struggle with accepting the condition. They may also find it hard to associate with other teenagers and lose interest in activities they once enjoyed. Teenage diabetes is a risk factor for other health conditions and may lead to lifelong health and social challenges.

Impact of Health Disparities on Teenagers with Diabetes

Health disparities exist among racial and ethnic minorities, which influence diabetes prevalence, care quality, and outcomes among teenagers with diabetes. A study by Saydah et al. (2019) noted that although diabetes prevalence and incidence rates were higher among white teenagers than in blacks and Hispanics, the risk of diabetes-related death was lowest in white teenagers compared to the other racial groups. Even with equitable access to diabetes management tools, research has proved that the race and ethnicity of teenage patients influence glycemic control and the risk of diabetic complications such as diabetes-related retinopathy and kidney disease (Kahkoska et al., 2022).

Evidence-based Approaches to Optimize Health for Teenagers with Diabetes

Managing glycemic control in teenagers follows a complex regimen that may appear as a burden that inhibits them from daily living. The perception of self-management of diabetes as a burden may lead to a lack of adherence to treatment plans in teenage diabetes patients. Behavioral and psychological interventions focus on addressing the mental and behavioral burden teenagers have when under self-management of diabetes. Behavioral and psychological interventions have been linked to improved adherence to the demanding diabetes care regimens (Delamater et al., 2018).

Outreach as an intervention to optimize health for teenagers with diabetes focuses on promoting the inclusion of minorities in the development of medications for diabetes. Minorities are underrepresented as subjects during research and clinical trials of therapies and devices for diabetes. This has resulted in racial and ethnic disparities in the use of technologies and treatments for the management of diabetes in young adults, especially among teenagers with diabetes from black communities (Agarwal et al., 2021). Multi-racial therapy research and trials will aid in the development of diabetes medications and devices that address the differences of racial disparities in glycemic control needs.

Another approach to optimize the health of teenagers with diabetes is to address the issues of concentrated poverty. The prevalence and outcomes of diabetes among teenagers are worse among black teenagers and other teenagers from poor backgrounds, irrespective of race (Kahkoska et al., 2022). Addressing issues of poverty has positive downstream health outcomes for people living in high-poverty neighborhoods (Khullar & Chokshi, 2018).

These interventions can minimize health disparities among teenagers living with diabetes by providing the physical and mental support teenagers need to adhere to their care regimens. Improving the inclusion of minorities such as black communities in therapy development helps produce medications and devices tailored for such communities. In addition, adopting approaches that break racial poverty not only improves financial wellness but also reduces exposure to diabetes risks and improves access to the best care methods for teenage diabetes.

General Profile of Health-Related Organization for Teenagers with Diabetes and Resources for Education Plan

The American Diabetes Association (ADA)

The ADA is a not-for-profit health organization. It consists of networked volunteers, including healthcare professionals and administration officers. Founded in 1940, the ADA is focused on preventing and managing diabetes and addressing the disparities in diabetes care (NORD (National Organization for Rare Disorders), 2021). The ADA has a vision focused on achieving a “life free of diabetes and all its burdens” and a mission “to prevent and cure diabetes and to improve the lives of all people affected by diabetes.” The ADA funds diabetes research and the provision of diabetes information and is involved in advocacy in diabetes-related matters.

Care providers and patients can utilize national and local resources to support patient education plans. The provider or patient can use the Centers for Disease Control and Prevention (CDC) resources, including the Diabetes Self-Management Education and Support (DSMES) and Diabetes Report Card. Diabetes Self-Management Education and Support (DSMES) provides services and support programs that focus on improving diabetes management and minimizing the risk of associated health complications (Centers for Disease Control and Prevention (CDC), 2022). On the other hand, the Diabetes Report Card publishes updated diabetes information, including data, preventive care practices and outcomes, health outcomes, and risk factors (Centers for Disease Control and Prevention (CDC), 2022).

References

Agarwal, S., Schechter, C., Gonzalez, J., & Long, J. A. (2021). Racial–Ethnic Disparities in Diabetes Technology Use Among Young Adults with Type 1 Diabetes. Https://Home.Liebertpub.Com/Dia, 23(4), 306–313. https://doi.org/10.1089/DIA.2020.0338

Centers for Disease Control and Prevention (CDC). (2022a). Diabetes Report Card 2021. US Dept of Health and Human Services. https://www.cdc.gov/diabetes/library/reports/reportcard.html

Centers for Disease Control and Prevention (CDC). (2022b). Diabetes Self-Management Education and Support. US Dept of Health and Human Services. https://www.cdc.gov/diabetes/library/reports/reportcard/diabetes-self-management-education-support.html

Centers for Disease Control (CDC). (2020). National Diabetes Statistics Report 2020. Estimates of diabetes and its burden in the United States. https://www.cdc.gov/diabetes/pdfs/data/statistics/national-diabetes-statistics-report.pdf

Delamater, A. M., de Wit, M., McDarby, V., Malik, J. A., Hilliard, M. E., Northam, E., & Acerini, C. L. (2018). ISPAD Clinical Practice Consensus Guidelines 2018: Psychological care of children and adolescents with type 1 diabetes. Pediatric Diabetes, 19, 237–249. https://doi.org/10.1111/PEDI.12736

Kahkoska, A. R., Pokaprakarn, T., Rumay Alexander, G., Crume, T. L., Dabelea, D., Divers, J., Dolan, L. M., Jensen, E. T., Lawrence, J. M., Marcovina, S., Mottl, A. K., Pihoker, C., Saydah, S. H., Kosorok, M. R., & Mayer-Davis, E. J. (2022). The Impact of Racial and Ethnic Health Disparities in Diabetes Management on Clinical Outcomes: A Reinforcement Learning Analysis of Health Inequity Among Youth and Young Adults in the SEARCH for Diabetes in Youth Study. Diabetes Care, 45(1), 108–118. https://doi.org/10.2337/DC21-0496

Khullar, D., & Chokshi, D. (2018). Health, Income, & Poverty: Where We Are & What Could Help. https://doi.org/10.1377/HPB20180817.901935

NORD (National Organization for Rare Disorders). (2021). American Diabetes Association. https://rarediseases.org/organizations/american-diabetes-association/

Saydah, S., Imperatore, G., Cheng, Y., Geiss, L. S., & Albright, A. (2019). Disparities in Diabetes Deaths Among Children and Adolescents — United States, 2000–2014. MMWR. Morbidity and Mortality Weekly Report, 66(19), 502–505. https://doi.org/10.15585/MMWR.MM6619A4

Skinner, T. C., Joensen, L., & Parkin, T. (2020). Twenty-five years of diabetes distress research. Diabetic Medicine, 37(3), 393–400. https://doi.org/10.1111/DME.14157

Tan, S. Y., Mei Wong, J. L., Sim, Y. J., Wong, S. S., Mohamed Elhassan, S. A., Tan, S. H., Ling Lim, G. P., Rong Tay, N. W., Annan, N. C., Bhattamisra, S. K., & Candasamy, M. (2019). Type 1 and 2 diabetes mellitus: A review of the current treatment approach and gene therapy as a potential intervention. Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 13(1), 364–372. https://doi.org/10.1016/J.DSX.2018.10.008

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The selected topic is Diabetes in teenagers.

An essential role of nursing is to provide health promotion and disease prevention. Review the topics and related objectives provided on the Healthy People 2030 website. Choose a topic of interest you would like to address in conjunction with a population at risk for the associated topic—diabetes in teenagers.

Create a PowerPoint presentation with ten slides for your topic and focus group. Include speaker notes and citations for each slide, and create a slide at the end for References.

Address the following:

Describe the approved topic and associated population. Discuss how this topic adversely affects the population. How does health disparity affect this population?
Explain evidence-based approaches that can optimize health for this population. How do these approaches minimize health disparity among affected populations?
Organization for the selected focus topic.
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last five years and appropriate for the assignment criteria and public health content.

Refer to the resource “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide in the Student Success Center.