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Diabetic Foot Care Education for Wou...

Johnson, Jervonne.

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Diabetic Foot Care Education for Wound Care Providers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Diabetic Foot Care Education for Wound Care Providers./
Author:	Johnson, Jervonne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	85 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
Contained By:	Dissertations Abstracts International85-12B.
Subject:	Nursing. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31301378
ISBN:	9798382804262

Diabetic Foot Care Education for Wound Care Providers.
Johnson, Jervonne.

Diabetic Foot Care Education for Wound Care Providers. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 85 p.

Source: Dissertations Abstracts International, Volume: 85-12, Section: B.

Thesis (D.N.P.)--Azusa Pacific University, 2024.

Local Problem. Diabetic foot care is an important topic that sometimes has gone undiscussed during wound care visits for diabetic patients within a private, Los Angeles-based, wound clinic. An interview with several wound care providers revealed that time constraints and lack of clear policies and procedures surrounding the topic of patient education have contributed to this. Background and Significance. Diabetic foot ulcers have been common diabetes complications stemming from poor glycemic control, peripheral neuropathy, vascular disease, or poor foot care behaviors (Oliver & Mutluoglu, 2023). They also have commonly been the cause of osteomyelitis in the foot and lower extremity amputations (Oliver & Mutluoglu, 2023). Diabetic foot care, along with other self-care behaviors, can prevent these complications (Iraj et al., 2013). Methods. The purpose of this quality improvement project was to implement an evidence-based, educational and technological protocol to improve the provision and documentation of diabetic foot care education. This quality improvement project was acknowledged by the Azusa Pacific University Institutional Review Board (IRB). Educational and technological interventions using a pre-test and post-test design were employed with formative and summative evaluations. Specifically, evaluation of the program was based on chart reviews post-intervention. Intervention. Using online technology, an educational training session that addressed effective ways to teach patients about diabetic foot care was held for wound care providers. Providers were asked to apply what they learned to their patient education interactions and to document these encounters in the patient charts over the course of two months. Evaluation of the program was based on chart review for documented patient education on diabetic foot care and feasibility. Results. Mean knowledge score from the pre-test was 6.18 (SD = 0.88) out of 7 compared to  mean of 7.0 (SD = 0.0) out of 7 for the post-test. There was a statistically significant increase in scores from pre-test to post-test; Z = 2.91, p = .004. The median number of patient education encounters was four; the lowest number of encounters recorded was zero; the highest number of documented encounters was 21, and 71.4% of providers caring for patients with diabetes successfully completed at least one chart with documented patient education. Conclusions. The project improved provision and documentation of diabetic foot care education.

ISBN: 9798382804262Subjects--Topical Terms:

528444
Nursing.
Subjects--Index Terms:

Quality improvement

Diabetic Foot Care Education for Wound Care Providers.
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300 $a 85 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
500 $a Advisor: Dodd-Butera, Teresa.
502 $a Thesis (D.N.P.)--Azusa Pacific University, 2024.
520 $a Local Problem. Diabetic foot care is an important topic that sometimes has gone undiscussed during wound care visits for diabetic patients within a private, Los Angeles-based, wound clinic. An interview with several wound care providers revealed that time constraints and lack of clear policies and procedures surrounding the topic of patient education have contributed to this. Background and Significance. Diabetic foot ulcers have been common diabetes complications stemming from poor glycemic control, peripheral neuropathy, vascular disease, or poor foot care behaviors (Oliver & Mutluoglu, 2023). They also have commonly been the cause of osteomyelitis in the foot and lower extremity amputations (Oliver & Mutluoglu, 2023). Diabetic foot care, along with other self-care behaviors, can prevent these complications (Iraj et al., 2013). Methods. The purpose of this quality improvement project was to implement an evidence-based, educational and technological protocol to improve the provision and documentation of diabetic foot care education. This quality improvement project was acknowledged by the Azusa Pacific University Institutional Review Board (IRB). Educational and technological interventions using a pre-test and post-test design were employed with formative and summative evaluations. Specifically, evaluation of the program was based on chart reviews post-intervention. Intervention. Using online technology, an educational training session that addressed effective ways to teach patients about diabetic foot care was held for wound care providers. Providers were asked to apply what they learned to their patient education interactions and to document these encounters in the patient charts over the course of two months. Evaluation of the program was based on chart review for documented patient education on diabetic foot care and feasibility. Results. Mean knowledge score from the pre-test was 6.18 (SD = 0.88) out of 7 compared to  mean of 7.0 (SD = 0.0) out of 7 for the post-test. There was a statistically significant increase in scores from pre-test to post-test; Z = 2.91, p = .004. The median number of patient education encounters was four; the lowest number of encounters recorded was zero; the highest number of documented encounters was 21, and 71.4% of providers caring for patients with diabetes successfully completed at least one chart with documented patient education. Conclusions. The project improved provision and documentation of diabetic foot care education.
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653 $a Quality improvement
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653 $a Online technology
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653 $a Patient education
653 $a Type 2 diabetes
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