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Case Study Analysis 1: Management of Diabetes

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 Assignment 1

Assignment Task 1: Case Study Analysis

Length: 2000 words

Assignment weighting: 40%

Purpose

Knowledge about prevalence of diabetes, pathophysiology, diagnosis, epidemiology and associated

risk factors is essential for Diabetes Educators to conduct their role in promoting health and wellbeing

for people and communities affected by diabetes. This assessment task will assist you in the

development of this knowledge

 

Task description:

Task description

Kirsty is a 45 year old woman, who was diagnosed with type 1 diabetes at the age of 23. She

was first alerted to her condition by symptoms of extreme fatigue and thirst. Kirsty initially

managed her diabetes with injections, and now uses an insulin pump.

 

• Using Kirsty’s story, describe the possible contributing factors that may have led to

the development of diabetes and the physiological processes that would have

caused her symptoms at the time of diagnosis.

• Explain the clinical investigations that would be used (in current practice) to assess

her metabolic status, and to diagnose and classify her diabetes, and the rationale for

when and why these tests would be used.

• Discuss whether the presentation of Kirsty’s diabetes was typical of type 1 diabetes,

in relation to the local epidemiology of diabetes. Use the information in the case study, as well as what you have learned from the readings and your own research of the topic.

  • Using Kirsty’s story, describe the possible contributing factors that may have led to the

development of her diabetes and the physiological processes that would have caused her

symptoms at the time of diagnosis.

  • Explain the clinical investigations that would be used (in current practice) to assess her

metabolic status, and to diagnose and classify her diabetes, and the rationale for when and

why these tests would be used.

 

 

Learning outcomes

This assessment task provides you with the opportunity to demonstrate the following Unit Learning outcomes

 

Unit learning outcomes

ULO 1 Explain diabetes mellitus in local and global contexts: definition, historic trends,

epidemiology, diagnosis and classifications

ULO 2 Describe the actions of the major hormones involved in the regulation of blood glucose and

the factors involved in the insulin pathway

ULO 3 Utilise credible digital information in order to compare normal carbohydrate, fat and protein

metabolism, and the metabolic abnormalities occurring in diabetes.

This assessment task provides you with the opportunity to demonstrate the following Deakin

Graduate Learning Outcomes:

 

Post Graduate Learning Outcomes

GLO1: Discipline- specific knowledge and capabilities: appropriate to the level of study related to a discipline or profession GLO2: Communication: using oral, written and interpersonal communication to inform, motivate

and effect change

GLO3: Digital literacy: using technologies to find, use and disseminate information

GLO4: Critical thinking: evaluating information using critical and analytical thinking and judgment

GLO6: Self-management: working and learning independently, and taking responsibility for personal

Actions

Access relevant contemporary literature to support your discussion. References should

mainly include refereed journal articles.

  • The suggested readings in the unit are a good place to start. References to non-peer

reviewed websites and/or Wikipedia are not appropriate for this assessment task.

  • Make sure you self-assess your assignment against the marking rubric available before

submission. This enables you to make sure all the required areas have been covered.

 

Document structure:

  • Front page: to include student name and number, Assignment title and word count.
  • Adhere to word limit requirements (within 10%). The word count does not include

headings, references page, reference citations and direct quotes.

  • A reference list should be provided on a separate page headed ‘References’ at the end of the

assignment.

  • Appendices (if applicable) are attached after the reference list page
  • Table of contents: This type of report would not usually have a Table of Contents.
  • Headings are useful to provide the reader cues about the structure of the report

 

Presentation

Plan the style of your report to suit the audience and the purpose. We recommend basing your style

on APA style.

When information is presented clearly, using consistent style, it looks professional and is easy to

read.

Consider the style elements of your document including:

  • consistent, appropriate, easy to read font
  • consistent margins and spacing between lines and sentences.
  • the use of headings to structure long reports.

Also, it is best not to include elements that distract the reader from the content

 

Structure:

Well-structured reports contain:

A purposeful introduction that:

  • outlines the background to the topic
  • states an aim, purpose and rationale
  • identifies the themes that will be addressed in the report.

The body of the assignment:

  • constitutes about 80% of the word limit
  • provides key arguments supported by literature
  • organised in paragraphs of approximately 150 words with each paragraph focused on

explanation of one idea

  • There should be a logical progression of ideas as demonstrated by logically linked

arguments/discussion made in each paragraph.

  • Each paragraph should commence with a topic sentence and end with a link to the next paragraph, and show a logical progression of ideas/argument.

The conclusion:

  • is a paragraph (usually) providing a summation of ideas
  • draws together the discussion
  • usually presents no new material
  • usually does not include references
  • offers your position drawn from the discussion.

 

Quotations

It can be tempting to use direct quotations when what you are reading has been succinctly

expressed. However we encourage you to instead rewrite the text into your own words. While you

may feel you are unable to express it quite as well as the author, it is more important that you try!

Practice your thinking and writing in this way and you will improve.

Note: If a direct quotation is used, it is usually because there is something significant either about

the person who said it, or the words themselves, so if you use a direct quote, it is important to

explain how it adds to the discussion.

 

Acknowledge sources and adhere to referencing conventions as per APA6 Style.

Useful information for Assessment 1 and 2

Document structure

• Front page: to include student name and number, Assignment title and word count.

• Adhere to word limit requirements (within 10%). The word count does not include

headings, references page, reference citations and direct quotes.

• A reference list should be provided on a separate page headed ‘References’ at the

end of the assignment.

• Appendices (if applicable) are attached after the reference list page

• Table of contents: This type of assignment would not usually have a Table of

Contents.

• Headings are useful to provide the reader cues about the structure of the

assignment

Presentation

When information is presented clearly, using consistent style, it looks professional and is

easy to read. Elements of your assignment to include:

• Consistent margins

• Double-line spacing between lines.

• Font: 12-point type size (never use a larger point size for headings or on the title

page). Use Times or Times New Roman.

• Page numbers to be provided on all pages except front page. Place page number in

top right hand corner

• Paragraph indents: Indent the first line of each paragraph (using the tab key or

paragraph tool).

• Exceptions: abstract, block quotations, titles and headings, table titles and notes.

• References list indents: Apply the hanging indent for the second and subsequent

lines of a reference.

• Justification of text: All text needs to be aligned to the left, not justified

Structure

Assignment should contain a purposeful introduction that outlines some general

background to the topic, an aim and purpose and themes for discussion.

The body of the assignment:

• constitutes about 80% of the word limit

• provides key arguments supported by literature

• organised in paragraphs of approximately 150 words with each paragraph focused

on explanation of one idea

• There should be a logical progression of ideas as demonstrated by logically linked

arguments/discussion made in each paragraph.

• Each paragraph should commence with a topic sentence and end with a link to

the next paragraph, and show a logical progression of ideas/argument.

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The conclusion

• A paragraph (usually) provides a summation of ideas

• draws together the discussion

• does not present new material

• does not include references

• offers your position drawn from the discussion.

Academic writing

Writing adheres to conventions of written English:

• correct word choice and professional language

• correct grammar, punctuation and spelling (reread your work, and use spellcheck)

• express your meaning using clear, direct language in the fewest words possible.

Quotations

Unless really necessary, most assignments do not require the use of direct quotes. Instead,

re-expression of author arguments into your own words is required. If a direct quotation is

used, you must explain how it adds to the discussion.

 

 

Diabetes is an illness in which the blood sugar level is too high beyond the optimum limits. Under normal conditions, the human body can regulate the level of glucose in the blood by use of hormone insulin. When the blood glucose level exceeds the standard level, insulin is secreted by the beta cells in the pancreas will convert it to glycogen and thus maintain the desired level. When the beta cells malfunction, they fail to release insulin and the blood sugar level rises leading to diabetes type one. Failure of the beta cells is because of the autoimmune response in which the antibodies attack the beta cells. Type 2 diabetes is a case I that the body does not respond to insulin action.

Risk factors associated with type 1 diabetes

Diabetes type 1 is as once referred to as insulin dependent diabetes since it is a chronic condition in which the body organ, the pancreas is not capable of producing enough insulin to regulate the blood sugar level. Insulin typically lowers the level of glucose in the blood by converting it to glycogen. When the body senses an extreme reduction in the level of glucose in the blood, glucagon, a particular hormone converts glycogen to glucose and thus boost the blood-sugar level (Centers for Disease Control and Prevention, 2014).

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