Babak Motamedi
Islamic Azad University, Dehaghan Branch, Iran
Title: Critical theory as a philosophy of nursing care
Biography
Biography: Babak Motamedi
Abstract
According to International Diabetes Federation, Diabetes mellitus is one of the most challenging and burdensome chronic diseases of the 21st century. There are now an estimated 4.6 million people with diabetes in Iran, which is 8.5% of the population. Critical theory emphasizes recognition of oppressive behavior and emancipation for a group of people. When applied to adolescents with diabetes, critical theory can discover alternatives to inappropriate and ineffective methods used for diabetes care delivery. Using a critical theory perspective, nursing care of adolescents with diabetes is examined in this article and suggestions for more positive and effective approaches are presented. Nurses have a great role in helping diabetes patients. This article exposes the contribution of the Critical theory to Nursing. Nursing as a caring profession involves an interpersonal relationship with patients.
Adolescents with diabetes who can truly engage with the nurse are more likely to become more interested in their diabetes self-care. An interactive relationship between nurse and patient may open communication and allow the adolescent to ask questions and take more responsibility for diabetes management. Critical social theory, as applied to the population of adolescents with diabetes, sheds light on the fact that many health care professionals oppress this group. With positive health outcomes as the goal of diabetes education and diabetes care, it seems only fitting that health care professionals, whose purpose is to promote health, would do whatever is necessary to facilitate that process. If adolescents with diabetes are made aware of their rights as consumers of health care and allowed to air their frustrations with diabetes care delivery, they can determine what works and what does not. The adolescents themselves deserve to decide what motivates them to take care of themselves and their diabetes. Nurses must first see the ways in which they are guilty of oppressing this population and then assist in opening the eyes of the adolescents themselves. When both groups understand where they have come from and where they need to go, they can work together to make the necessary changes. Open communication, understanding, and genuine concern will characterize positive health care professional–patient relationships in which adolescents with diabetes are able to learn about and eventually, if not immediately, take care of their diabetes. Positive relationships with health care professionals, a thorough knowledge of diabetes, and motivation and commitment to perform self-care activities are likely to result in happier adolescents and ultimately healthier adults with diabetes.