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 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
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 pathophysiology, risk factors, screening, diagnosis and management strategies of diabetes mellitus. This subject motivates students to understand the complexities of the condition, clinical treatments and self-management of diabetes to facilitate self-development of knowledge and critical thinking through online lectures, information sessions, online readings and subject assessments.
Subject learning objectives (SLOs)
| 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 (MNT) 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 teaching strategies. Inter-professional online lectures, industry showcases and role-play activities will encourage interpersonal communication between the lecturers, industry partners, students and peers, providing immediate feedback, while help develop industry network and faciliating multidisciplinary collobration.
The online lectures and interactive industry sessions will focus on the interactive clinical practice alone with presentations. These will be presented 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 student discussions, and critical thinking to integrate best practice recommendations in the care of people with diabetes.
To get the most out of the online lectures and this subject, students are expected to engage with and complete weekly activities as set out in UTS Canvas.
Communication via Canvas 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 online lectures and sessions.
Simulation role-play scenarios will guide students in facilitating the process of reflective learning and encourage critical thinking in the care of people with diabetes. This subject is designed to be student-centred and interactive to suit 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 the zoom lectures for each online learning module. Students will be notified of these meetings and instructions for access via Canvas.
Content (topics)
This subject will encourage students to become familiar and competent in the following key areas of diabetes mangement and education:
- In the pathophysiology module, students will learn the physiological processes associated with diabetes, including: the metabolism of carbohydrate, fat and protein at cellular and organ levels and the maintenance of glucose homeostasis. While, students need to be aware of different diagnostic criteria for different types of diabetes as well as prevalance.
- In the diabetes medication module, students need to be familiar with all the current medications by reviewing oral hypoglycaemic and injectable medications used for all types of diabetes.
- In the hyperglycaemia in pregnancy module, students need to learn and become familiar with Australian diagnostic criteria and guidelines in diabetes in pregnancy and gestational diabetes.
- In the self-management module, students need to be aware of the challenges in self-management and able to follow the diabetes language statement as per Diabetes Australia and Australian Diabetes Educators Association. They also need to understand self blood glucose monitoring (SBGM) as a tool for their own self-management, and practice techniques required for SBGM and injectable medications. Students need to discuss the insulin delivery devices (excluding insulin pumps), factors affecting insulin absorption and insulin administration. Also, students need to learn the current physical activity and nutrition recommendations for the prevention and management of diabetes.
- In the acute complications module, students need to understand pathosphysiology of hypoglycaemia and hyperglycaemic states, and discuss the signs and symptoms, treatments and sick-day management plan.
Assessment
Assessment task 1: Diabetes knowledge quiz
| Intent: | This quiz is aimed at the general diabetes knowledge. Students need to draw from the learning from the online modules (Module 1). 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. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and E This assessment task contributes to the development of graduate attribute(s): 1.0 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | A short multiple choice question |
Assessment task 2: Management of gestational diabetes
| Intent: | This assessment will assist you 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). You will draw on information from the online module including the lectures, refer to best practice guidelines, clinical recommendations from Australia and academic literature to answer a series of questions on GDM education. This case study will extend your knowledge on the gestational diabetes management including the diagnosis, mental health and clinical management. |
|---|---|
| Objective(s): | 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: | Case study |
| Groupwork: | Individual |
| Weight: | 35% |
| Length: | 1300 (no more than 1430 words of the total word count) Please write down your total word count at the end of each question. Please note reading and marking will cease after the maximal word limit of 1210 is reached. |
| Criteria: | The marking criteria will be available on Canvas. |
Assessment task 3: Management of type 1 diabetes
| Intent: | This is a case study that will extend your understanding of type 1 diabetes. Based on one case study, the focus will be on diagnosis and developing an individualised, person-centred clinical education plan including ongoing education plan and identifying resources/services to support the management of type 1 diabetes. You will develop an appreciation of available best practice guidelines and current recommendations for guidance and reference when educating a patient/client with diabetes. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, D and F This assessment task contributes to the development of graduate attribute(s): 1.0, 1.1 and 4.1 |
| Type: | Case study |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 800 words (no more than 880 words) Please write down your word count at the end of each question/part. Please note reading and marking will be ceased after the maximal word count is reached. |
| Criteria: | Marking criteria will be available on Canvas |
Assessment task 4: Management of type 2 diabetes
| Intent: | This assessment will support you to continue to extend your understanding of the management of type 2 diabetes. You will develop an appreciation of available best practice guidelines and current recommendations for guidance and reference when educating a patient/client with diabetes. This case study will focus on the management of type 2 diabetes. |
|---|---|
| Objective(s): | 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: | 35% |
| Length: | 1100 (no more than 1210 words) Please write down your total word count at the end of each part/question. Please note reading and marking will cease after the maximal word limit of 1210 is reached. |
| Criteria: | Marking criteria will be available on Canvas. |
Minimum requirements
Need to attend all online activies and the online/face-to-face workshop. A 2-hour online workshop is planned on Fri 31/3/23 9.30-11.30 am (online) or 1.30-3.30pm (face-to-face). The attendance is compulsory that a failure to attend this workshop will result in the failure of the subject.
Recommended texts
- Dunning, T. (2014). Care of people with diabetes?: a manual of nursing practice (Fourth edition.). Chichester, West Sussex: John Wiley & Sons. https://ebookcentral.proquest.com/lib/uts/reader.action?docID=1367693
- Dunning, T. (2018). The Art and Science of Personalising Care with Older People with Diabetes (1st ed. 2018.). doi:10.1007/978-3-319-74360-8 or https://link-springer-com.ezproxy.lib.uts.edu.au/book/10.1007%2F978-3-319-74360-8
- Holt, R. (2017). Textbook of diabetes (Fifth edition.). Chichester, England: Wiley Blackwell. https://www.wiley.com/en-au/Textbook+of+Diabetes%2C+5th+Edition-p-9781118912027
- Starling, A.P. and Dabalea, D. (2017). Diabetes in Pregnancy. In A Practical Manual of Diabetes in Pregnancy (eds D.R. McCance, M. Maresh and D.A. Sacks). doi:10.1002/9781119043805.ch28https://ebookcentral.proquest.com/lib/uts/detail.action?docID=5057707 or https://onlinelibrary.wiley.com/doi/abs/10.1002/9781119043805.ch28
Further readings will be linked to learning modules and will be available via Canvas. Additionally, a guide to the Australian Diabetes Association (ADEA) competency standards can be found on Canvas 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: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, 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 (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
The Accessibility and Financial Assistance Service
The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.
The Financial Assistance Service can assist you with financial aspects of life at university, including Centrelink information, tax returns and budgeting, interest-free student loans and grants to assist with course-related costs. Check eligibility and apply online and make an appointment on +61 2 9514 1177 or Financial.assistance@uts.edu.au.