Diabetes Self-Care for High School Students: Orem's Theory

Introduction: Diabetes and High School Students

Diabetes has been one of the greatest challenges facing the health sector in recent decades. The soaring number of fast food establishments across the nation has contributed to a subsequent rise in the diabetic population, including high school students who have little time to cook or access healthy foods. The shift in feeding habits is significantly shaped by changing trends and lifestyles in which eating at fast food restaurants is seen as both fashionable and convenient, despite the serious health consequences it carries—among them, a heightened predisposition to diabetes due to poor diet.

Ferguson, Tulloch-Reis, and Wilks (2010) note that the last 50 years have seen the highest number of Western fast food outlets spread across the world, accompanied by a significant rise in diabetes cases, especially among women. In light of these facts, there is a need for a well-structured and easy-to-understand approach that empowers high school students to care for themselves in the event that they develop diabetes.

There are various theoretical approaches that can be used in caring for diabetes patients and in equipping patients to manage themselves with the aim of functioning optimally in school and within society like any other student. The proposed approach most suitable for high school students is the Self-Care Theory formulated by Dorothea Orem, who was committed to improving the quality of nursing in general hospitals. It is upon the basis of this theory and its underlying assumptions that the assessment of students' diabetes knowledge and its practical application will be structured.

Theoretical Framework: Orem's Self-Care Deficit Theory

Several core assumptions guide and shape Orem's Self-Care Theory. One significant tenet is that people should be self-reliant and responsible for their own care, as well as for the care of family members who may need health assistance. The theory also recognizes that people are distinct individuals with unique needs. Furthermore, it holds that nursing is an action involving interaction between two or more persons to help improve the health of the patient. It also states that awareness of potential health problems is essential for promoting self-care behaviors in the individual. Finally, the theory holds that self-care and dependent care are both behaviors learned within a sociocultural context (Alice P., 2015). These tenets are essential to the proposed knowledge evaluation plan.

Diabetes Intervention Plan

Orem's theory divides the Self-Care Deficit framework into three major components: the theory of self-care, the theory of self-care deficit, and the theory of the nursing system. The first two are the most applicable in this scenario, where the promotion of diabetes care within the school setting is the primary focus. This plan therefore addresses various approaches to managing diabetes, the requisite knowledge involved, and a post-implementation evaluation strategy.

The first tenet of the self-care theory holds that individuals need to be equipped with universal self-care requisites related to life processes and the maintenance of individual and physical integrity. These include adequate intake of water, air, and food; care associated with elimination processes; a balance between physical activity and rest; a healthy social and emotional life; the avoidance of hazards to life; and the promotion of normal functioning. The plan will therefore help individual students understand the predisposing factors to diabetes and the steps needed to help prevent it. It will also draft a schedule of activities and indicators to monitor in cases where the student already has diabetes. In addition, the plan will outline an array of activities students should engage in to reduce their risk of diabetes, identify suitable dietary choices, and highlight social activities that help maintain a healthy body.

The second tenet is the developmental self-care requisites, which is based primarily on the development of students—including adjusting feeding habits in response to bodily changes experienced during high school in order to maintain a healthy life. The intervention plan will involve making students, especially females, aware of the bodily changes that occur during adolescence and sensitizing them to what these changes may imply for their predisposition to diabetes.

The third tenet is health deviation self-care, which involves seeking medical attention when ill, understanding the pathological effects of conditions, following medical prescriptions, adjusting to one's prevailing state of health, and learning to live with chronic conditions. Within this plan, specific measures will be outlined for diabetic students regarding how to seek appropriate medical attention and how best to manage the condition in a way that does not interfere with their academic pursuits. This tenet also addresses the psychological dimension: being diagnosed with diabetes at a young age can be emotionally draining, and the plan incorporates the psychological measures a student needs to consider after receiving such a diagnosis.

The second component of Orem's framework—the self-care deficit theory—focuses predominantly on helping, guiding, and supporting others; creating an environment that fosters personal development; and teaching others. In this regard, the intervention plan will chart out strategies to establish a support network within the school responsible for promoting healthy living among students with diabetes and spreading awareness about diabetes throughout the entire student body. The plan will create awareness about the condition while sensitizing the school community to how it can collectively make life easier for those with diabetes and how each member can offer support when needed. Resources such as those available from the CDC's diabetes information center can supplement school-level education efforts.

Evaluation Plan and Methodology

Once the intervention measures have been put in place, their effectiveness and acceptability must be measured. The evaluation plan will involve both diabetic students who have undergone the sensitization and equipping described above, as well as non-diabetic students. Two primary methods will be used to evaluate the intervention's effectiveness: face-to-face interviews and questionnaires.

A representative sample of 30 students from each grade will be used in the evaluation process. From each class selected, 15 students will be randomly chosen from among those with diabetes and another 15 randomly from those without diabetes. This sampling procedure will be replicated in at least three additional classes to acquire a representative overall number. Research assistants will first interview participants and then provide them with questionnaires to complete at home. This two-step approach will help assess the consistency of information provided, as most questionnaire items will mirror interview questions but be slightly rephrased.

The researcher will enter the data into an Excel worksheet and analyze awareness levels using methods such as pie charts and bar graphs. The figures will then be presented in an accessible format so that the results can inform improvements in diabetes care and awareness both within the school and in other schools in the region. Guidance on evidence-based diabetes management from national health agencies can further strengthen the program's educational content.

References

Alice P. (2015). Self-Care Deficit Theory. http://www.nursing-theory.org/theories-and-models/orem-self-care-deficit-theory.php

Ferguson, T., Tulloch-Reis, M., & Wilks, R. (2010). The epidemiology of diabetes mellitus in Jamaica and the Caribbean: A historical review. West Indian Medical Journal, 59(3), 259–264.