Application of Diabetes Self Management Education (DSME) in Patients with Type 2 Diabetes Mellitus based on Blood Glucose Levels

Diabetes Self Management Education (DSME) uses guidelines, counseling, and behavioral intervention methods to increase knowledge about diabetes and improve individual and family skills in managing diabetes mellitus (DM). This research is a quantitative study using a pre-experimental design that provides treatment or intervention to the research subjects then the effect of the treatment is measured and analyzed. This design is used to compare the results of the intervention of the application of Diabetes Self Management Education (DSME) on controlling blood glucose levels in patients with type 2 diabetes mellitus. The analysis used the dependent t-test / paired t-test. The results showed that there were significant differences in blood glucose levels in the measurement after giving DSME to the respondents, indicating that the measurement of blood glucose levels after treatment was smaller than the measurement before treatment. It is necessary to develop a program to increase the competence of nurses in nursing care for diabetic clients and education related to diabetic self-care to increase the knowledge and skills of nurses in managing diabetes.

What Makes Public Schools Successful: Exploring the Contributory Factors Behind Successful Public Primary Schools in District Sukkur, Sindh

In Sindh, public education sector is the largest system that provides education for the majority of enrolled children. Although, there is a common perception that public sector schools are declining, there are still some examples of successful public schools in the province of Sindh. The purpose of this study is to find out some examples of successful public primary schools from Sindh and to explore the contributory factors behind those successful public primary schools. Within the qualitative paradigm multiple case study methodology was used to gain an in-depth understanding of the phenomena. The study was exploratory in nature and carried out in three public primary schools of district Sukkur, Sindh. It includes headteachers, SMC members and senior teachers from selected schools and district education officers. Data was collected through semi-structured interviews, focus group discussions and field notes. Findings of the study reveal that the team work of competent and committed teachers and school leader is the major contributory factor behind the success of public primary schools. Furthermore, project-based interventions, official support and community involvement are supportive factors for school success. In brief, this research shows that there are examples of successful public schools in Sindh, which counters the assumption that all public schools are essentially failing. The research also suggests that there are various contributory factors which work in complex formulations to achieve the overall school success, however motivated teachers and school leader were found to be the biggest game-changer. It needs to be acknowledged that these schools are working in harsh circumstances and deserve appreciation. The findings of the study would certainly be beneficial for public schools having similar contextual realities, to improve and achieve success. It is also hoped that the findings of this research help create disjuncture within existing discourse of public versus private education.