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92934 Clinical Management in Diabetes

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2020 is available in the Archives.

UTS: Health
Credit points: 6 cp

Subject level:


Result type: Grade and marks

There are course requisites for this subject. See access conditions.


This subject expands on the foundational and clinical knowledge of the multidisciplinary participant cohort, further developing current knowledge of diabetes by examining and critically analysing the anatomy, physiology, prevention, risk factors, screening and management strategies of diabetes mellitus. This subject motivates students to understand the complexities of the disease and the treatment and management of diabetes to facilitate self-development of knowledge and critical thinking through workshop presentations and subject assessments.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
A. Compare normal pathophysiology to the defects that lead to abnormal glucose metabolism and discuss the incidence, prevalence, aetiology and prognosis of different types of diabetes. (ADEA Domain 1)
B. Determine the significance of diagnostic investigations in the diagnosis of diabetes and in the assessment and monitoring of diabetes control. (ADEA Domain 1, 2)
C. Examine the importance of Medical Nutrition Therapy and lifestyle modification as a key compliment to traditional medical interventions in the management of diabetes and associated complications. (ADEA Domain 1, 2, 5)
D. Utilise best practice guidelines, clinical recommendations and evidence based practice literature to support the health care professional in delivering diabetes education. (ADEA Domain 1, 2, 3, 5)
E. Examine the pharmodynamics of oral agents, insulin and other injectable medication in the management of diabetes. (ADEA Domain 1, 2)
F. Appraise and compare the clinical management of diabetes in T1, T2 and GDM, including knowledge of recommended glycaemic target ranges to prevent acute complications of diabetes. (ADEA Domain 1, 2, 3, 4, 5)

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

  • Are reflective critical thinkers who contribute to practice, policy and research to enhance health care and health outcomes (1.0)
  • Locate, synthesise and apply research knowledge and skills to critically evaluate the available evidence for all aspects of diabetes management and education (1.1)
  • Communicate effectively and appropriately in challenging, complex and diverse situations across all aspects of the health system (4.1)
  • Practise effectively within their own discipline's regulatory frameworks, standards and codes of practice (Eg, DAA, ESSA, AHPRA, Pharmacy Association etc.) including the Australian Diabetes Educators Association (ADEA) National Standards of Practice for Diabetes Educators (5.1)

Teaching and learning strategies

This subject uses a variety of online and face-to-face teaching strategies. Inter-professional workshops and role-play activities will encourage interpersonal communication between the lecturers, students and peers, providing immediate feedback.

On campus workshops will include presentations by discipline specific health professionals who are working in the specialist field of diabetes. Presentations will be developed around evidence based practice and current guidelines in the treatment and management of diabetes. Case studies will be used to encourage in class discussion and critical thinking to integrate best practice recommendations in the care of patients with diabetes.

To get the most out of the face-to-face workshops and this subject,students are expected to engage with and complete weekly activities as set out in UTS online.

Communication via UTS online discussion board platform will encourage student interaction with peers and the subject coordinator for the purpose of communication, networking and immediate feedback outside of the workshops.

Simulation role-play scenarios will guide the student in facilitating the process of reflective learning and encourage critical thinking in the care of clients with diabetes. This subject is designed to be student-centred and interactive to suit for students from different health discipline backgrounds.

Zoom is a video and audio online conferencing tool for desktops, tablets and smartphones. The subject coordinator will schedule meetings as required. Students will be notified of these meetings and instructions for access via UTSOnline.

Content (topics)

This subject will encourage participants to become familiar with the pathophysiology of diabetes, by learning about the disordered physiological processes associated with the disease of diabetes mellitus, including: the metabolism of carbohydrate, fat and protein at cellular and organ levels and the maintenance of glucose homeostasis. Diabetes Medications: by reviewing oral hypoglycaemic and injectable medications used for the management of Type 1, Type 2 and Gestational Diabetes Mellitus (GDM). Medical Nutrition Therapy: learning about current nutrition recommendations for the prevention and management of diabetes mellitus. Pre-Pregnancy, pregnancy in diabetes and GDM. Paediatrics: management of diabetes in children, growth and development needs, psychosocial needs of children and families, role of the paediatric team. Adolescents: gain insight into transition issues and risk-taking behaviors. Activity: reviewing indications (health maintenance, fitness, cardiovascular fitness, weight loss) and contraindication (acute and chronic complications) for aerobic, anaerobic exercise and resistance training intensity and duration recommendations for health maintenance, cardiovascular fitness and weight loss. Self blood glucose monitoring (SBGM): understanding SBGM as a client tool versus a health professional tool. Acute complications: including hypoglycaemia and hyperglycaemic states. Insulin delivery systems and devices: discussing delivery devices, consumables, factors affecting insulin requirements, absorption and insulin administration.


Assessment task 1: Diabetes knowledge quiz


This quiz is aimed at the general diabetes knowledge. Students need to have and highlight the key learning from the face-to-face workshops. The quiz will enable students to perform a self-assessment following the relevant learning module and workshop content. The quiz can be used as a learning tool to guide students in self-learning.


This assessment task addresses subject learning objective(s):

A, B and E

This assessment task contributes to the development of graduate attribute(s):


Type: Quiz/test
Groupwork: Individual
Weight: 10%

16 questions

Assessment task 2: Education program development, Gestational Diabetes Mellitus


This assessment will assist students to understand the importance of referring to and utilising best practice guidelines and current treatment recommendations from Australia in relation to educating patients/clients with gestational diabetes mellitus (GDM). Also, to explain the most commonly asked questions regarding the management of gestational diabetes, and ultimately to refer those answers to a case study.


This assessment task addresses subject learning objective(s):

A, B, C and D

This assessment task contributes to the development of graduate attribute(s):

1.0, 1.1 and 5.1

Type: Project
Groupwork: Individual
Weight: 40%

2100 words (+/-10%) maximum

Assessment task 3: Management of type 2 diabetes


This is a case study that will support students to continue to extend their understanding of the management of type 2 diabetes. Focus will involve a discussion around the identification of risk factors, the diagnosis, treatment and management recommendations, and the prevention of acute and chronic complications associated with type 2 diabetes. Students will develop an appreciation of available best practice guidelines and current recommendations for guidance and reference when educating a patient/client with diabetes.

Critical discussions about the diagnosis, treatment and management of type 2 diabetes with reference to appropriate literature, including clinical guidelines and recommendations to support diabetes education is required. In addition, a rationale for a brief individual education program the student is planning for the patient according to the students specific scope of the practice (e.g. the primary professional registration).


This assessment task addresses subject learning objective(s):

B, C, D, E and F

This assessment task contributes to the development of graduate attribute(s):

1.0, 1.1, 4.1 and 5.1

Type: Case study
Groupwork: Individual
Weight: 50%

2200 words (+/- 10%) maximum


Marking criteria will be available on UTS Online.

Recommended texts

Dunning, T. 2013, Care of people with diabetes, 4th edn, Wiley- Blackwell, United Kingdom.

Further readings will be linked to learning modules and will be available via UTSOnline. Additionally, a guide to the Australian Diabetes Association (ADEA) competency standards can be found on UTSOnline in “Course Information”.

Other resources

UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)

Details for student centres:
For other resources/information refer to the Faculty of Health website (, the Health Student Guide ( and UTSOnline at:

UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, old exam papers, academic writing guides, health literature databases, workshops, a gaming room and bookable group study rooms. There is also a team of librarians to help you with all your questions.
W:, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666

Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.

HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS ( HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733

Please see for additional information on other resources provided to students by UTS.