Posted: September 6th, 2023

Endocrine Function and Health Promotion

Module Eight: Endocrine Function and Health Promotion
Module Objectives:
1) Apply concepts of hormonal and metabolic function in a clinical situation.
2) Appreciate the impact of diabetes on multiple physiologic concepts.
3) Consider primary and secondary prevention as related to Type II Diabetes Mellitus.
4) Appraise the impact of lifestyle factors and social determinants of health in a clinical situation.
Required readings and resources:
Batushansky, A., Zhu, S., Komaravolu, R. K., South, S., Mehta-D’souza, P., & Griffin, T. M. (2022). Fundamentals of OA. An initiative of Osteoarthritis and Cartilage. Obesity and metabolic factors in OA. Osteoarthritis & Cartilage, 30(4), 501–515.
https://doi-org.ssuproxy.mnpals.net/10.1016/j.joca.2021.06.013

Chuen Peng Lee, Kushida, C. A., Abisheganaden, J. A., & Lee, C. P. (2019). Epidemiological and pathophysiological evidence supporting links between obstructive sleep apnoea and Type 2 diabetes mellitus. Singapore Medical Journal, 60(2), 54–56. https://doi-org.ssuproxy.mnpals.net/10.11622/smedj.2019015

Cloete, L., Mitchell, B., & Morton, D. (2017). The role of obesity in the onset of type 2 diabetes mellitus. Nursing Standard, 31(22), 59–69.
https://doi-org.ssuproxy.mnpals.net/10.7748/ns.2017.e10672

Dunlay, S. M., Givertz, M. M., Aguilar, D., Allen, L. A., Chan, M., Desai, A. S., Deswal, A., Dickson,
V. V., Kosiborod, M. N., Lekavich, C. L., McCoy, R. G., Mentz, R. J., & Piña, I. L. (2019). Type 2
Diabetes Mellitus and Heart Failure: A Scientific Statement From the American Heart Association and the Heart Failure Society of America: This statement does not represent an update of the 2017 ACC/AHA/HFSA heart failure guideline update. Circulation, 140(7), e294– e324. https://doi-org.ssuproxy.mnpals.net/10.1161/CIR.0000000000000691

Hill-Briggs, F., Adler, N. E., Berkowitz, S. A., Chin, M. H., Gary-Webb, T. L., Navas-Acien, A., Thornton, P. L., & Haire-Joshu, D. (2020). Social Determinants of Health and diabetes: A scientific review. Diabetes Care, 44(1), 258–279. https://ssuproxy.mnpals.net/login?url=https://search.ebscohost.com/login.aspx?direct=true &db=ccm&AN=147713087&scope=site
Sorenson, M., Quinn, L., & Klein, D. (2019). Pathophysiology: Concepts of human disease.
Pearson Education. Read chapters 37 & 38

Peruse the CDC website addressing health promotion (linked into the module)
Optional Resources
Booles, K. (2016). Personalised care for patients with newly diagnosed type 2 diabetes. Primary
Health Care, 26(2), 36–41. https://doi-org.ssuproxy.mnpals.net/10.7748/phc.26.2.36.s24

Choxi, R., Roy, S., Stamatouli, A., Mayer, S. B., & Jovin, I. S. (2020). Type 2 diabetes mellitus and cardiovascular disease: focus on the effect of antihyperglycemic treatments on cardiovascular outcomes. Expert Review of Cardiovascular Therapy, 18(4), 187–199. https://doi-org.ssuproxy.mnpals.net/10.1080/14779072.2020.1756778https://doiorg.ssuproxy.mnpals.net/10.1080/14779072.2020.1756778

de Hoogh, I. M., Oosterman, J. E., Otten, W., Krijger, A.-M., Berbée-Zadelaar, S., Pasman, W. J., van Ommen, B., Pijl, H., & Wopereis, S. (2021). The Effect of a Lifestyle Intervention on Type 2 Diabetes Pathophysiology and Remission: The Stevenshof Pilot Study. Nutrients, 13(7), 2193.
https://doi-org.ssuproxy.mnpals.net/10.3390/nu13072193

Mancusi, C., Izzo, R., di Gioia, G., Losi, M. A., Barbato, E., & Morisco, C. (2020). Insulin Resistance the Hinge Between Hypertension and Type 2 Diabetes. High Blood Pressure & Cardiovascular Prevention, 27(6), 515–526.
https://doi-org.ssuproxy.mnpals.net/10.1007/s40292-020-00408-8

Mayo, P. (2019). Non-alcoholic fatty liver disease (NAFLD) and type 2 diabetes: a close and developing relationship. Gastrointestinal Nursing, 17(2), 30–35. https://doi-org.ssuproxy.mnpals.net/10.12968/gasn.2019.17.2.30

Veronese, N., Cooper, C., Reginster, J.-Y., Hochberg, M., Branco, J., Bruyère, O., Chapurlat, R.,
Al-Daghri, N., Dennison, E., Herrero-Beaumont, G., Kaux, J.-F., Maheu, E., Rizzoli, R., Roth, R., Rovati, L. C., Uebelhart, D., Vlaskovska, M., & Scheen, A. (2019). Type 2 diabetes mellitus and osteoarthritis. Seminars in Arthritis & Rheumatism, 49(1), 9–19.
https://doi-org.ssuproxy.mnpals.net/10.1016/j.semarthrit.2019.01.005

There are also some videos linked into the module Item Due:

The Health Promotion/Disease Prevention case study is due – see course calendar for date.

Appendix G: Health Promotion/Disease Prevention Case Study:
Students will complete a case study with an emphasis on primary and secondary prevention in a common situation. Social determinants of health will be integrated. Patient teaching with an emphasis on understandable pathophysiology is expected.
Please refer to the appropriate folder in the content section of the course for guidance. Adhere to the grading rubric to earn as many points as possible. The Case Study and Grading rubric are copied in below for your convenience.
Be sure to contact Ruth if you have any questions.

The case study

You are the nurse working in a family practice clinic. Jane, a 50 year old registered nurse comes into the clinic for physical. Although she was educated as a nurse, she admits that she has been so busy caring for others that she has neglected her own health. She has not worked as a nurse for the last five years, as she decided to help her husband who owns and manages a profitable restaurant.

Jane tells you she has not had a physical in the last five years. When she left her employment as a nurse, the couple decided to purchase a more affordable health insurance that does not include any preventative care benefits to save some money.

Jane is five feet, six inches tall and weighs 230 pounds. Her BP is 138/80; pulse 88 and regular; her lung sounds are clear. Her random glucose is 124mg/dL. She shares she sleeps about six hours a night.

Jane is getting ready to leave from the visit and tells you the doctor told her she should loose 50 pounds if she wants to live 30 more years. She is visibly shaken and tells you she wants to stay healthy. She also tells you that she generally doesn’t do something just because someone tells her she should. She wants to know “why” losing the weight is important.

She reminds you that she doesn’t have health insurance that covers preventative care, and although she has enough money to pay her bills, she also has three teenagers who are looking at going to college before long. She remembers when he was in college and had to work full time while earning her degree in nursing. She wants to be able to help her children with some of their school expenses.

She said the doctor alarmed her when he talked about diabetes, sleep apnea, high blood pressure, and even osteoarthritis.

Imagine that both you and Jane have all the time you need and want.

Respond to all of the following questions. Please note: this is not a ‘formal paper’ so it is appropriate to copy and paste the questions below into a WORD document and answer each question individually.

Although it is not a formal paper, it is expected that your responses are supported with evidence. Citations and professional references are required.

1) Jane asks how losing weight can reduce her risk for developing diabetes. How will you respond from a pathophysiologic perspective to satisfy her desire to understand the ‘whys’?

2) Jane asks how losing weight can reduce her risk for developing sleep apnea. How will you respond from a pathophysiologic perspective to satisfy her desire to understand the ‘whys’?

3) Jane asks how losing weight can reduce her risk for developing high blood pressure. How will you respond from a pathophysiologic perspective to satisfy her desire to understand the ‘whys’?

4) Jane asks how losing weight can reduce her risk for developing osteoarthritis. How will you respond from a pathophysiologic perspective to satisfy her desire to understand the ‘whys’?

5) How might Jane’s lack of health insurance impact her ability to adhere to a plan? How will you adapt your teaching approach?

6) How might Jane’s busy lifestyle, occupation, and family situation impact her ability to adhere to a plan? How will you adapt your teaching approach?

Grading Rubric

For more guidance go to the Health Promotion Disease Prevention Case Study folder under Content

Excellent Developing Not Satisfactory
Question 1: weight and diabetes Explains clearly from a pathophysiologic perspective.
A nurse is likely to understand explanation.
Pathophysiologic ‘why’ is supported with evidence.
(5 points) Explanation is understandable.

Pathophysiologic “why” is minimal and /or lacks clarity.

(3 points) Lacks pathophysiologic perspective.

Not supported with evidence. (0 points)
Question 2 weight and sleep apnea Explains clearly from a pathophysiologic perspective.
A nurse is likely to understand explanation.
Pathophysiologic ‘why’ is supported with evidence.
(5 points) Explanation is understandable.

Pathophysiologic “why” is minimal and /or lacks clarity.

(3 points) Lacks pathophysiologic perspective.

Not supported with evidence. (0 points)
Question 3 weight and hypertension Explains clearly from a pathophysiologic perspective.
A nurse is likely to understand explanation.
Pathophysiologic ‘why’ is supported with evidence.
(5 points) Explanation is understandable.

Pathophysiologic “why” is minimal and /or lacks clarity.

(3 points) Lacks pathophysiologic perspective.

Not supported with evidence. (0 points)
Question 4 weight and osteoarthritis Explains clearly from a pathophysiologic perspective.
A nurse is likely to understand explanation.
Pathophysiologic ‘why’ is supported with evidence. Explanation is understandable.

Pathophysiologic “why” is minimal and /or lacks clarity.

(3 points) Lacks pathophysiologic perspective.

Not supported with evidence. (0 points)
(5 points)
Question 5 ability to pay and teaching approaches Considers and how lack of health insurance that incudes preventative care coverage and limited expendable income impacts ability to adhere to teaching.
Adapts teaching accordingly.
Supported by evidence.
(4 points) Minimally addresses social determinant under consideration.
Adapts teaching.
Supported by evidence.
(2 points)
Explanation of impact of social determinant lacking.
Teaching not adapted.
(0 points)
Question 6 lifestyle and teaching approaches Considers impact of busy lifestyle, occupation, and family situation.
Adapts teaching accordingly.
Supported by evidence.
(4 points) Minimally addresses social determinant under consideration.
Adapts teaching.
Supported by evidence.
(2 points)
Explanation of impact of social determinant lacking.
Teaching not adapted.
(0 points
APA style / writing mechanics Each response includes at least one citation/ reference pair using appropriate APA style. Less than four writing mechanics errors per question.
(2 points) Each response includes at least one citation/ reference pair. Four or more APA / writing mechanics errors per question. (1 points) Six or more APA / writing mechanics errors per question.

What is endocrine function?

Edwin Mariam
Endocrine Function and Health Promotion
Endocrine function refers to the system of glands in the body that produce and secrete hormones, which are chemical messengers that travel through the bloodstream to affect various target tissues and organs. The endocrine system plays a crucial role in regulating many physiological processes, including metabolism, growth and development, reproduction, and stress response. Hormones produced by the endocrine glands are responsible for maintaining the balance of the body’s internal environment, or homeostasis. Disruptions in endocrine function can lead to a wide range of health problems, including diabetes, thyroid disorders, and reproductive disorders. Health promotion strategies can help maintain healthy endocrine function and prevent the development of endocrine-related diseases.

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