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Standard Code Book (SCB)  

Patient Education Protocol

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Code Topic Subtopic Outcome Standards
DMCY-AC   YOUTH TYPE2 DIABETES  STAY AT TARGET BLOOD SUGAR  The individual/family will understand how to identify and treat low blood sugar.  AC1: Talk or write about two or more things that can make blood sugar go above and below target blood sugar goals. AC2: Define low blood sugar. AC3: Talk or write about two or more signs and symptoms of low blood sugar. AC4: Talk or write about two or more actions to prevent low blood sugar. AC5: Talk or write about two or more actions to treat low blood sugar. AC6: Define high blood sugar. AC7: Talk or write about two or more signs and symptoms of high blood sugar. AC8: Talk or write about two or more actions to prevent very high blood sugar. AC9: Talk or write about two or more actions to treat very high blood sugar. AC10: Talk or write about two or more actions to manage sick days. 
DMCY-AH   YOUTH TYPE2 DIABETES  TAKE CARE OF DIABETES AWAY FROM HOME  The individual/family will understand how to take care of diabetes away from home.  AH1: Talk or write about two or more ways s/he can communicate with caregivers about his/her diabetes. AH2: Talk or write about two or more ways s/he can plan ahead for diabetes self-care away from home. AH3: Talk or write about two or more diabetes care issues that need to be discussed with his/her school. AH4: Talk or write about the diabetes care responsibilities of the student, parents, and school. 
DMCY-BG   YOUTH TYPE2 DIABETES  REACH FOR GOALS  The individual/family will understand steps to reaching personal goals.  BG1: Describe goal in his/her own words. BG2: Talk or write about the steps in setting personal goals. BG3: Talk or write about the steps in reaching personal goals. BG4: Talk or write about two or more things that can support him/her in reaching goals. 
DMCY-BGM   YOUTH TYPE2 DIABETES  CHECK BLOOD SUGAR TO STAY HEALTHY  The individual/family will understand the importance of checking blood sugars.  BGM1: Talk or write about two or more ways checking blood sugar helps him/her stay healthy. BGM2: Say or write his/her target blood sugar goals. BGM3: Talk or write about when to check his/her blood sugar. BGM4: Show the correct way to check blood sugar. BGM5: Show how to record blood sugar numbers. BGM6: Talk or write about how to get supplies for checking blood sugar. 
DMCY-CC   YOUTH TYPE2 DIABETES  STAY HEALTHY WITH DIABETES  The individual/family will have a basic knowledge of how to stay healthy with diabetes.  CC1: Talk or write about two or more body systems that can be affected by diabetes over time. CC2: Say or write his/her target A1C, blood pressure and cholesterol goals. CC3: Talk or write about two or more ways to lower his/her chance of long-term diabetes problems. 
DMCY-DP   YOUTH TYPE2 DIABETES  LEARN ABOUT DIABETES  The individual/family will understand how diabetes affects the body.  DP1: Say or write in own words a definition of diabetes. DP2: Talk or write about how the body normally uses food. DP3: Say or write in own words a definition of insulin resistance. DP4: Say or write the blood sugar numbers used to diagnose diabetes. DP5: Talk or write about two or more differences between type 2 and type 1 diabetes. DP6: Talk or write about two or more signs and symptoms of diabetes. DP7: Talk or write about two or more ways high blood sugar can affect the body. DP8: Talk or write about two or more ways to participate in lifelong learning about diabetes. 
DMCY-FS   YOUTH TYPE2 DIABETES  FIRST STEPS IN DIABETES CARE  The individual/family will understand the basics in diabetes care.  FS1: Say or write his/her target blood sugar goals. FS2: Talk or write about when to check his/her blood sugar. FS3: Talk or write about the foods that affect blood sugar the most. FS4: Talk or write about how and when to take his/her diabetes medicine. FS5: Define low blood sugar. FS6: Talk or write about two or more signs and symptoms of low blood sugar. FS7: Talk or write about his/her responsibility in diabetes care. 
DMCY-HC   YOUTH TYPE2 DIABETES  COMMUNICATE IN HEALTH WAYS  The individual/family will understand the basics of how to communicate in healthy ways.  HC1: Describe two or more healthy ways to communicate. HC2: Talk or write about two or more things that can support him/her with communicating in healthy ways. HC3: Talk or write about at least one tool that supports families with communicating in healthy ways. 
DMCY-M   YOUTH TYPE2 DIABETES  LEARN ABOUT YOUR DIABETES MEDICINE  The individual/family will understand their diabetes medicine regimen.  M1: Talk or write about one reason for using diabetes medicine in diabetes care. M2: Say or write the name(s) of his/her diabetes medicine(s), how it works, how much to take, when to take it, and possible side effects. M3: Talk or write about two or more ways to take his/her diabetes medicine as prescribed. M4: Talk or write about two or more ways to take his/her diabetes medicine safely. M5: Talk or write about two or more guidelines for talking with the diabetes care team about his/her diabetes medicine(s). M6: Talk or write about the proper storage, handling, and disposal of insulin, syringes, and sharps. M7: Show insulin injection sites. M8: Show the correct way to draw up and inject insulin. 
DMCY-MSE   YOUTH TYPE2 DIABETES  HANDLE FEELINGS AND STRESS IN HEALTH WAYS  The individual/family will understand the emotional impact of diabetes on their personal lives.  MSE1: Talk or write about one or more ways diabetes has changed his/her life. MSE2: Talk or write about his/her feelings related to diabetes. MSE3: Talk or write about two or more things that are stressful for him/her. MSE4: Talk or write about two or more ways stress can affect him/her. MSE5: Talk or write about two or more healthy ways to handle feelings and stress. MSE6: Talk or write about his/her support person(s). 
DMCY-N   YOUTH TYPE2 DIABETES  EAT FOR HEALTH  The individual/family will understand the basics of healthy eating.  N1: Talk or write about how food affects blood sugar. N2: Say or write two or more carbohydrate foods. N3: Talk or write about the effect of portion size on blood sugar. N4: Talk or write about two or more ways to eat healthy portions. N5: Talk or write about the importance of eating regular meals and snacks to reach target blood sugar goals. N6: Say or write that staying at a healthy weight helps a person with diabetes reach his/her target blood sugar goals. N7: Say or write the food groups. N8: Talk or write about two or more healthy food choices in the food groups. N9: Show how to use two or more tools for healthy eating. N10: Talk or write about two or more benefits of healthy eating. N11: Talk or write about two or more healthy eating behaviors. N12: Talk or write about two or more ways to choose healthy snacks. N13: Talk or write about two or more ways to limit non-hunger eating. N14: Record a days meals and snacks on a food record. N15: Talk or write about two or more things that influence eating behaviors. N16: Talk or write about two or more ways to support healthy eating behaviors. 
DMCY-NW   YOUTH TYPE2 DIABETES  STAY HEALTHY THE NATIVE WAY  The individual/family will have a basic knowledge of how to stay healthy.  NW1: Say or write in own words what it means to live in balance and be healthy. NW2: Talk or write about two or more ways differences between family and/or community life today and in the past may affect health. NW3: Talk or write about two or more family and/or community strengths that can help people stay healthy. NW4: Talk or write about two or more ways to take care of all parts of oneselfmind, body, spirit, feelings, and relationships. NW5: Talk or write about two or more things that can help people recover from difficult experiences and keep their spirit healthy. 
DMCY-PA   YOUTH TYPE2 DIABETES  BE ACTIVE  The individual/family will understand the role of physical activity and diabetes.  PA1: Talk or write about the effect of physical activity on diabetes. PA2: Talk or write about two or more ways being physically active can help him/her stay healthy and fit. PA3: Talk or write about two or more kinds of physical activity. PA4: Talk or write about two or more ways s/he can get one hour (60 minutes) or more of physical activity every day. PA5: Talk or write about two or more ways s/he can stay safe when physically active. PA6: Talk or write about two or more healthy ways s/he can handle physical activity roadblocks. PA7: Talk or write about two or more resources for physical activity in his/her community. PA8: Talk or write about two or more ways s/he can stay physically active for a lifetime. 
DMCY-T   YOUTH TYPE2 DIABETES  TAKE CARE OF DIABETES  The individual/family will have a basic knowledge of diabetes.  T1: Talk or write about two or more parts of his/her diabetes care. T2: Talk or write about two or more self-care behaviors. T3: Talk or write about his/her diabetes care team. 
DMCY-TC   YOUTH TYPE2 DIABETES  MAKE HEALTHY CHOICES  The individual/family will understand how to make healthy choices.  TC1: Talk or write about two or more things that help him/her feel good about him/herself. TC2: Use a decision-making tool for healthy choices in two or more situations. TC3: Talk or write about two or more things that may influence his/her choices. TC4: Talk or write about two or more ways to use positive influences for healthy choices. TC5: Talk or write about two or more ways to handle negative influences on choices. TC6: Talk or write about trustworthy sources of information for healthy choices. 
YEAST-AP   YEAST INFECTION  ANATOMY & PHYSIOLOGY  The patient/family will understand anatomy and physiology as they relate to yeast infections.  1.Explain the normal anatomy and physiology of the affected area (usually skin, mouth and throat, or reproductive organs). 2.Discuss the changes to anatomy and physiology as a result of yeast infections. 3.Discuss the impact of these changes on the patient's health or well-being. 
YEAST-C   YEAST INFECTION  COMPLICATIONS  The patient/family will understand the common and important complications of yeast infections.  1.Explain that repeated yeast infections may be a sign of a more serious condition. 2.Describe the common complications of yeast infections: a.Vaginal yeast infections can lead to chronic discharge, itching, pain with urination, pain with intercourse. b.Oral or pharyngeal yeast infections can lead to weight loss, malnutrition, or dehydration. c.Skin yeast infections cause increased susceptibility to bacterial infections, which may become threatening to life or limb. d.Widespread (disseminated) candidiasis may occur in immunocompromised individuals. 3.Explain that devices such as urinary catheters and IV ports provide access for the yeast to enter the body. Persons who are IV drug addicts and use dirty needles may inject yeast directly into their blood stream or deep tissues. 
YEAST-CUL   YEAST INFECTION  CULTURAL/SPIRITUAL ASPECTS OF HEALTH  The patient/family will understand the impact and influences cultural and spiritual traditions, practices, and beliefs have on health and wellness.  1.Discuss the potential role of cultural/spiritual traditions, practices and beliefs in achieving and maintaining health and wellness. Refer to clergy services, traditional healers, or other culturally appropriate resources. 2.Explain that traditional medicines/treatments should be reviewed with the healthcare provider to determine if there are positive or detrimental interactions with prescribed treatment. Explain that the medical treatment plan must be followed as prescribed to be effective. 
YEAST-DP   YEAST INFECTION  DISEASE PROCESS  The patient/family will understand that candidiasis (yeast infections) is caused by a group of microscopic fungi or yeast.  1.Discuss the signs/symptoms of yeast infections. 2.Explain that yeast infections are caused by a fungus. Candida albicans is the most common cause of genital and oral infections. 3.Explain the predisposing factors to yeast infections as appropriate: a.Treatment with antibiotics that kill bacteria that otherwise control fungal growth b.Moisture retention on the skin, e.g., people who frequently have their hands in water, children who suck a thumb, babies who stay in wet diapers, skin folds of the obese c.Uncontrolled diabetes d.Impaired immune response e.Use of spermicidal jellies or creams f.Ill-fitting dentures 4.Discuss that women should see a healthcare provider the first time they suspect a yeast infection. Occasionally yeast infections are mistaken for other similar vaginal infections such as bacterial vaginosis or allergic reactions. Recurrent or uncleared infections should be evaluated by a medical provider. 
YEAST-EX   YEAST INFECTION  EXERCISE  The patient/family will understand the role of physical activity in yeast infection.  1.Discuss that vigorous exercise produces more sweat, which means warmer, moist dark places for candida yeast to thrive. Avoid wearing tight workout clothes and nylon underwear (that traps heat). Remove sweaty clothes and wet swim suits ASAP. 2.Discuss the medical clearance issues for new physical activity. Current exercise can be maintained. 3.Discuss the benefits of any physical activity, such as improvement in well-being, stress reduction, sleep, bowel regulation, and improved self-image. 4.Discuss the obstacles to a personal physical activity plan and the solutions to those obstacles. Assist the patient in developing a personal physical activity plan. 5.Discuss the appropriate frequency, intensity, time, and type of activity. 6. Refer to community resources as appropriate 
YEAST-FU   YEAST INFECTION  FOLLOW-UP  The patient/family will understand the importance of follow-up in the treatment of a yeast infection.  1.Emphasize the importance of follow-up care. 2.Discuss the procedure and process for obtaining follow-up appointments. 3.Emphasize that full participation in the treatment plan is the responsibility of the patient/family. 4.Discuss the signs/symptoms that should prompt immediate follow-up. 5.Discuss the availability of community resources and support services and refer as appropriate. 
YEAST-HELP   YEAST INFECTION  HELP LINE  The patient/family will understand how to access and benefit from a help line or Internet website regarding Yeast Infections.  1.Explain that support groups and reliable information may assist in answering questions regarding Yeast Infections and dealing with issues. 2.Provide the help line phone number or Internet address (URL). 
YEAST-HM   YEAST INFECTION  HOME MANAGEMENT  The patient/family will understand the home management of a yeast infection.  1.Explain the home management techniques. If certain that the infection is a yeast condition, it can be treated with over-the-counter medications. 2.Discuss the implementation of hygiene and infection control measures. 3.Refer to community resources, as appropriate. 
YEAST-HPDP   YEAST INFECTION  HEALTH PROMOTION, DISEASE PREVENTION  The patient/family will understand the necessary lifestyle changes to promote and sustain healthy living.  1.Explain that health and wellness refers to whole person (mind, body, and spirit) and is a positive state which results from healthy choices. 2.Explain healthy lifestyle choices (e.g., spirituality, social connections, exercise, and nutrition) and avoidance of high risk behaviors (e.g., smoking, alcohol and substance abuse, sex with multiple partners). Discuss the benefits of a healthy lifestyle. 3.Discuss wellness as an individual responsibility to: a.learn how to be healthy. b.be willing to change. c.practice new knowledge. d.get help when necessary. 4.Review the community resources available for help in achieving behavior changes. 
YEAST-HY   YEAST INFECTION  HYGIENE  The patient will recognize good personal hygiene as it relates to yeast infections.  1.Review the importance of bathing, paying special attention to the face, pubic hair area, skin folds, diaper areas, and feet. Discuss hygiene as part of a positive self-image. 2.Review the importance of daily dental hygiene (thrush), with attention to brushing and flossing. Remind patients who use inhaled steroids to rinse the mouth after each use. 3.Review the risks of exposing immunocompromised and high-risk persons (infants and elderly) to communicable diseases. 
 3874 Record(s)

 
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