Diabetes Management

Diabetes is a condition in which the level of glucose in the blood is too high because the body cannot make enough insulin or cannot use insulin properly. Insulin is a hormone that moves glucose from the blood into the body's cells for energy. This lesson explains type 1 diabetes, type 2 diabetes and gestational diabetes, how each is usually managed, and why keeping blood glucose in a target range matters. Key points: both main types are serious, both need ongoing management, and high blood glucose over time can damage the eyes, kidneys, nerves, heart and feet.

Each participant with diabetes should have a diabetes management plan developed with their doctor, diabetes educator or endocrinologist. This lesson explains what the plan usually includes, such as the person's target blood glucose range, how and when glucose is checked, medication and insulin, meals and snacks, hypo and hyper action plans, sick day guidance and who to contact. It also explains glucose monitoring devices. Key points: targets are individual, only check glucose or support medication if you are trained for that person, follow the plan exactly, and record and report readings outside the target range.

Hypoglycaemia, or a hypo, is when blood glucose falls below 4 mmol/L. It can happen quickly and must be treated straight away. This lesson covers causes, such as too much insulin or some tablets, missed meals or extra activity, and signs, such as shakiness, sweating, hunger, pale skin, confusion and changes in behaviour. It explains the treatment steps: give about 15 grams of fast acting carbohydrate, recheck in 10 to 15 minutes, repeat if needed, then follow with longer acting carbohydrate. If the person is drowsy, unconscious or cannot swallow, give nothing by mouth, place them on their side and call 000.

Hyperglycaemia, or a hyper, is when blood glucose is higher than the person's target range, often above 15 mmol/L. It usually develops more slowly than a hypo. This lesson covers causes, such as missed medication, illness, infection, stress and eating more carbohydrate than usual, and signs, such as thirst, passing a lot of urine, tiredness and blurred vision. It also covers diabetic ketoacidosis (DKA), a medical emergency more common in type 1 diabetes. Key points: follow the hyper and sick day plan, encourage water, contact the doctor as the plan directs, and call 000 for vomiting, drowsiness, fast breathing or confusion.

Everyday routines make a big difference to living well with diabetes. This lesson covers supporting regular meals and healthy food choices that suit the person, physical activity, medication at the right times, and regular health checks. It also covers foot care, because diabetes can cause numbness and slow healing: check feet daily if the plan says to, keep them clean and dry, support well fitting shoes and report any cuts, blisters, colour changes or sores promptly. Key points: support choice and dignity, follow the plan and any dietitian advice, and report changes early.

Illness can make blood glucose rise or fall unpredictably, so people with diabetes often have a sick day plan. This lesson covers what sick day plans usually include, such as more frequent glucose checks, continuing insulin unless the doctor says otherwise, fluids, and when to seek medical help. It then brings together your responsibilities. Key points: never stop insulin unless the doctor says to, follow the sick day plan, seek help early if the person is vomiting or cannot eat, and remember this course builds knowledge only. You must be trained and assessed as competent for each participant by a qualified health practitioner.

This case study follows Ella, a young woman with type 1 diabetes who uses insulin and a continuous glucose monitor. During a movie night at her shared home, her monitor alarms for a low reading and she becomes confused. The lesson walks through recognising a hypo, treating it with fast acting carbohydrate, rechecking and following up with longer acting carbohydrate, and what to do if she could not swallow. It also covers recording and reporting afterwards. The course builds knowledge only. Key points: act fast, follow the hypo plan, recheck, and never leave her alone.

This case study follows Mr Abdi, an older man with type 2 diabetes who lives alone with home support. During a foot check, his worker finds a blister on his toe that he had not noticed, and a few days later it looks red and swollen. Mr Abdi does not want to see a doctor. The lesson explores why foot problems are serious in diabetes, how to respect choice while making sure concerns reach the right people, and how early action prevents harm. Key points: check feet as the plan says, report promptly, and support informed choices.