In order to fully understand Hannah's situation, please answer the following first: When are
carbohydrates good for us? What are "good" versus "bad" carbohydrates? When are they not
good for us or our bodies? What chemistry is involved in their breakdown, usage, and storage?
Once you have discussed this, then consider Hannah and Rose's situation, and think like a nurse!
Hannah is a 12-year-old who has had Type I diabetes for a few years. Her mother, Rose, is a
strict vegetarian and believes this is also the best diet plan for her daughter. Hannah says, "I just
want to eat like all my friends do!" As a result, she often cheats, and lately, there has been a
steady increase in Hannah's blood sugars. What are the first steps you would take, as Hannah's
nurse, to assess her eating habits and understanding of diabetes mellitus? What did Hannah and
Rose tell you (subjective) and what did you see (objective)?
To be worked on:
What are the "bad" carbohydrates? Could you provide examples and explain the
disadvantages for this type of carbohydrate, especially in the case of a type 1 diabetic?
In addition, one of the questions in our discussion thread asked about your first steps to assess
Hannah. You identified a blood glucose test for this purpose, which provides a snap shot of
information. Is there another blood test or type of assessment that may provide more information
about Hannah's diet over a period of time?
Using the case study about Hannah, what specific information did you identify about Hannah
and her mother Rose. What did Hannah and Rose tell you (subjective) and what did you see
I am enclosing a source that explains objective data. This may be helpful. Objective Data
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