| Literature DB >> 31742126 |
Sanjay Kalra1, Prasun Deb2, Kalyan K Gangopadhyay3, Sunil Gupta4, Abhay Ahluwalia5.
Abstract
Type 2 diabetes is characterised by a progressive decline in insulin secretion, and sooner or later patients require insulin therapy. However, physicians are reluctant to initiate insulin therapy because of perceived inadequacy in managing insulin therapy, cost and lack of benefits. Experts from across the country met at a workshop during 12th National Insulin Summit which was held in September at Hyderabad and came up with key recommendations to build capacity and confidence in general practitioners for insulin usage. Barriers can be overcome through self-education and training; effective patient education; imparting coping skill training to patients; and bridging gaps to improve adherence. Moreover, optimum insulinization requires knowledge about the available options for initiation and intensification of insulin therapy; various insulin regimens; dosing and titration; and choosing effective and simple insulin therapy as per patient characteristics. Hence, the objective of this review article is to help build capacity and confidence among general practitioners on optimising insulin therapy. Copyright:Entities:
Keywords: Diabetes; general practitioners; insulin initiation; insulin intensification; insulin therapy
Year: 2019 PMID: 31742126 PMCID: PMC6857385 DOI: 10.4103/jfmpc.jfmpc_635_19
Source DB: PubMed Journal: J Family Med Prim Care ISSN: 2249-4863
Figure 1Natural history of type 2 diabetes
Other benefits of insulin therapy[57]
| Vasodilatory effect |
| Anti-oxidant effect |
| Anti-platelet effect |
| Anti-thrombotic effect |
| Anti-inflammatory effect |
| Anti-apoptotic effect |
| Cardioprotective effect |
| Neuroprotective effect |
Figure 2Framework for developing key recommendations
Physician and provider related barriers and bridges[12]
| Barrier | Subcategory | Bridges |
|---|---|---|
| Perceived inadequacy | Inadequate communication/motivation skills | Soft skills training |
| Inability to initiate, optimise, intensify insulin | CME on insulin use | |
| Perceived high cost | 3 T (time taken to teach) | Create and utilise paramedical support |
| Loss of Clientele | Create awareness of financial assistance programmes | |
| Psychological – Compassion fatigue | Coping skills training | |
| Biomedical | CME on appropriate insulin regimen, preparations and techniques | |
| Perceived lack of benefit | Low priorities of diabetes care | CME on epidemiology and its impact |
| Effects of uncontrolled diabetes | CME on diabetes complication and care |
CME: Continuing medical education
Mnemonics to help in handling emotions related to insulin use[27]
| Dealing with denial: OPEN OUT |
| O open-ended conversation |
| P points of concern |
| E equipoise in information |
| N non-judgmental suggestion |
| O offer time to reflect |
| U understand other’s opinion |
| T therapeutic patient education |
| Dealing with hopelessness: SHAKTI |
| S support with a smile |
| H holding hands, helpfully |
| A assess limitations/strengths |
| K ‘kreate’ (create) bridges over barriers |
| T therapeutic patient education |
| I identify sources of support |
| Dealing with anxiety and distress: ASHA/HOPE |
| A acknowledgement of fears and concerns |
| S strength mapping-self, society, system (healthcare) |
| H help build resources |
| A anticipate challenges, plan ahead |
| H help acknowledge fears and concern |
| O offer optimism and strength |
| P prepare a pragmatic plan of action |
| E explore available resources and expand upon them |
| Dealing with anger: SHANTI/SHALOM (peace) |
| S stop for a second |
| H hear out the person |
| A appreciate other’s viewpoint |
| N note fears and concerns |
| T ‘translate’/paraphrase core issues |
| I intervention to be planned |
| S stop for a second |
| H hear out the person |
| A appreciate other’s viewpoint |
| L list fears and concerns |
| O optimism for a resolution |
| M monitoring and motivation |
| Take-home message: LISTEN |
| L list patient’s concerns and fears |
| I information equipoise |
| S share sources of support |
| T therapeutic patient education/teamwork |
| E empathic understanding/expression |
| N neutral non-judgmental communication |
The WATER approach for the motivation of patients with diabetes[28]
| W: welcome with warmth |
| A: ask and assess complaints, medical status |
| T: tell the truth, while counselling |
| E: explain, with empathy, the need for insulin |
| R: reassure and ensure return |
AEIOU approach for coping skill training[29]
| A - Assess coping skills |
| E - Explain and Eliminate the negative strategies |
| I – Introduce and Internalise positive skills |
| O- Observe the changes regularly |
| U - Upgrade the patient’s health-related behaviour |
Factors responsible for non-adherence[32]
| Social and economic factors |
| Socioeconomic variables |
| Cost of treatment |
| Health system-related factors |
| Characteristics of the healthcare provision |
| Patient and prescriber interaction |
| Prescribers follow-up |
| Multiple providers |
| Condition-related factors |
| Characteristics of disease |
| Severity |
| Chronic or acute |
| Patient-related factors |
| Patient’s own view of required therapy |
| Cognitive functioning |
| Health literacy |
| Motivation for self-care |
| Social support |
| Therapy-related factors |
| Multiple medications |
| Complexity of therapy |
| Adverse drug reactions |
| Duration of therapy |
Strategies to improve adherence[33]
| Strategies | Specific Interventions |
|---|---|
| Simplifying regimen characteristics | Adjusting the timing, frequency, amount, and dosage |
| Matching to patient’s activities of daily living | |
| Using adherence aids, such as medication boxes and alarms | |
| Imparting knowledge | Discussion with patient, nurse, or pharmacist |
| Distribution of written information or pamphlets | |
| Accessing health-education information on the web | |
| Modifying patient beliefs | Assessing perceived susceptibility, severity, benefit, and barriers |
| Rewarding, tailoring, and contingency contracting | |
| Patient and family communication | Active listening and providing clear, direct messages |
| Including patients in decisions | |
| Sending reminders via mail, email, or telephone | |
| The convenience of care, scheduled appointment | |
| Home visits, family support, and counselling | |
| Leaving the bias | Tailoring the education to patient’s level of understanding |
| Evaluating adherence | Self-reports (most commonly used) |
| Pill counting, measuring serum or urine drug levels |
Figure 3Options for intensification of insulin therapy
High-mix, Hetero-mix and reverse hetero-mix insulin regimens[41]
| High-mix regimen: Regimen using a single high-mix insulin |
| Once daily |
| Twice daily |
| Thrice daily |
| Hetero-mix regimen: Regimen using more than one insulin preparation |
| Twice daily: e.g., high-mix 50:50 with breakfast, premix 30:70 with dinner |
| Thrice daily: e.g., high-mix 50:50 with breakfast and lunch, premix 30:70 with dinner |
| Reverse mix regimen: Regimen using low mix during day time, and high-mix at night |
| Twice daily: e.g., premix 30:70 with breakfast, high-mix 50:50 with dinner |
Summary of recommendations from guidelines for insulin initiation and intensification
| Guideline | Initiation | Intensification |
|---|---|---|
| RSSDI 2017[ | Basal OD | Add GLP-1 RA |
| Premixed OD/BID | Basal-plus or basal-bolus | |
| Co-formulation | Premix BID or TID | |
| OD | Co-formulation BID | |
| High-mix insulins | ||
| Diabetes Australia 2016[ | Basal OD | Basal-plus or basal−bolus |
| Premixed BID or TID Add GLP-1 RA | ||
| Canadian Diabetes Association 2018[ | Basal OD Premix | Basal-plus or basal-bolus Premix |
| IDF[ | Basal OD | Basal-plus, basal-bolus or premix |
| NICE 2015[ | Basal OD/BID Premix | Basal-plus or basal-bolus Premix |
| AACE 2019[ | Basal | Add GLP-1 RA or prandial insulin (Premix among other options) |
| ADA 2019[ | Basal | Basal-plus or basal-bolus Premix BID or TID Add GLP-1 RA |
ADA, American Diabetes Association; AACE, American Association of Clinical Endocrinologists; EASD, European Association for the Study of Diabetes; BID, twice daily; GLP-1 RA, glucagon-like peptide-1 receptor agonist; IDF, International Diabetes Federation; NICE, National Institute for Health and Care Excellence; OD, once daily; RSSDI, Research Society of the study of diabetes in India; TID, three-times daily; T2D, type 2 diabetes
Figure 4Steps for drawing, mixing and injecting insulins through vials and syringes
Figure 5Steps for insulin injection through pen devices