Diabetes continues to be a serious health problem in the United States affecting approximately 8% of the population nationwide. This is a tremendous health concern, the estimated cost of treating diabetes has risen to $245 billion in 2012, a 41% increase from 2007. Persons with serious chronic mental illnesses and Diabetes Mellitus have several risk factors and behaviors that influence both intermediate and long-term diabetic outcomes. The administration of second-generation antipsychotic medications decreased physical activity, poor dietary habits, poor access and disparities in care in patients with chronic mental illness receiving less diabetes self-management education are significant factors. Research shows that for this unique population if given the appropriate diabetic self-care management that they need, they can achieve successful clinical outcomes. Foreground: For healthcare professionals, especially psychiatric staff whose responsibility it is to provide care for patients with chronic mental illness, uncontrolled Diabetes Mellitus (DM) is a daily concern. Patients, even when psychiatrically stabilized, lack the knowledge and skills set for adequate diabetes self-management to improve outcomes and improve their quality of life. Providing diabetic education involves a multidisciplinary team approach but is very often ultimately this responsibility of the nurse at the bedside. Psychiatric nurses are often more focused on psychiatric nursing care, and less emphasis is placed on educating and documenting their teaching on diabetes care. Their skills and knowledge about diabetes self-care need educational enhancement. Method: A retrospective random eletronic chart review of 150 charts in patients with chronic psychiatric illness and DM was conducted which show minimal documented diabetic teaching. Based on the results, an evidence-bsed diabetic educational presentation was given to nurses on a selected inpatient psychiatric unit. Printed Educational handout to be given the patients during the project period was also presented and discussed with the nurses. Twenty charts were reviewed post the education intervention. An evidence-based framework used for organization, in combination with two theories, guided this project. Rosswurm and Larrabee’s Model for Change to Evidence Based Practice provided a systematic process for developing and implementing a practice change. Lewins’s Theory of Change served as the theoretical foundation for this change process. The diabetic education protocol and educational intervention, utilized the nursing theoretical underpinning of Nola Pender. Findings/Results: The success of this evidence-based intervention was based on the findings of increased teaching and documented diabetic educational handouts during the project period. The results of this project demonstrated that when psychiatric nurses are provided with appropriate evidence based diabetic self-care education; patient teaching and documentation are increased.
