Helping the Student with Diabetes Succeed (original) (raw)
National standards for diabetes self-management education
Diabetes …, 2009
PROBLEM STATEMENT-D i abetes Self-Management Education (DSME) is the cornerstone of care for all individuals with diabetes who want to achieve successful health-related outcomes. The National Standards for DSME are designed to define quality diabetes self-management education that can be implemented in diverse settings and will facilitate improvement in health care outcomes. The dynamic health care process obligates the diabetes community to periodically review and revise these standards to reflect advances in scientific knowledge and health care. Therefore, the Task Force to review the National Standards for DSME was convened to review the current standards for their appropriateness, relevancy, and scientific basis, and to be sure they are specific and achievable in multiple settings.
2017 National Standards for Diabetes Self-Management Education and Support
The Diabetes Educator, 2017
By the most recent estimates, 18.8 million people in the U.S. have been diagnosed with diabetes and an additional 7 million are believed to be living with undiagnosed diabetes. At the same time, 79 million people are estimated to have blood glucose levels in the range of prediabetes or categories of increased risk for diabetes. Thus, more than 100 million Americans are at risk for developing the devastating complications of diabetes (1). Diabetes self-management education (DSME) is a critical element of care for all people with diabetes and those at risk for developing the disease. It is necessary in order to prevent or delay the complications of diabetes (2-6) and has elements related to lifestyle changes that are also essential for individuals with prediabetes as part of efforts to prevent the disease (7,8). The National Standards for Diabetes Self-Management Education are designed to define quality DSME and support and to assist diabetes educators in providing evidence-based education and selfmanagement support. The Standards are applicable to educators in solo practice as well as those in large multicenter programsdand everyone in between. There are many good models for the provision of diabetes education and support. The Standards do not endorse any one approach, but rather seek to delineate the commonalities among effective and excellent self-management education strategies. These are the standards used in the field for recognition and accreditation. They also serve as a guide for nonaccredited and nonrecognized providers and programs. Because of the dynamic nature of health care and diabetes-related research, the Standards are reviewed and revised approximately every 5 years by key stakeholders and experts within the diabetes education community. In the fall of 2011, a Task Force was jointly convened by the American Association of Diabetes Educators (AADE) and the American Diabetes Association (ADA). Members of the Task Force included experts from the areas of public health, underserved populations including rural primary care and other rural health services, individual practices, large urban specialty practices, and urban hospitals. They also included individuals with diabetes, diabetes researchers, certified diabetes educators, registered nurses, registered dietitians, physicians, pharmacists, and a psychologist. The Task Force was charged with reviewing the current National Standards for Diabetes Self-Management Education for their appropriateness, relevance, and scientific basis and updating them based on the available evidence and expert consensus. The Task Force made the decision to change the name of the Standards from the National Standards for Diabetes Self-Management Education to the National Standards for Diabetes Self-Management Education and Support. This name change is intended to codify the significance of ongoing support for people with diabetes and those at risk for developing the disease, particularly to encourage behavior change, the maintenance of healthy diabetes-related behaviors, and to address psychosocial concerns. Given that self-management does not stop when a patient leaves the educator's office, self-management support must be an ongoing process. Although the term "diabetes" is used predominantly, the Standards should also be understood to apply to the education and support of people with prediabetes. Currently, there are significant barriers to the provision of education and support to
Journal of General Internal Medicine, 1988
The Diabetes Education Study was a controlled trial of the effects of physician and patient education. This article descr/bes an educational program for internal medicine residents and its effects on an~ulatory diabetes management practices. Forty-five of 86 residents practicing in the general medicine clinic of a university-affiliated city/county hospital were assigned randomly to receive a multitaceted program intended to 1) provide specific care recommenda. tions, 2) teach necessary skills, and 3) make the professional and institutional environment more supportive. During the subsequent 11 months, 323 diabetic patients were interviewed and their records audited for ev/dence ot changes in care. Experimental residents utilized fasting blood glucose determinations more often than controls (i.e., during 40% of visits vs. 31%, p = 0.004). Experimental residents also engaged more frequently in a variety ot recommended dietary management recommendations. Isolated differences in monitoring/management of chronic complications also were tound (e.g., lipid screening: 70% of experimental residents'patients vs. 58%, p = 0.016). Intensive, multifaceted programs of this nature are concluded to result in improvements in diabetes care, over and above that which is attainable through routine methods of clinical training for residents.
Review of Diabetes: A Guide to Living Well : A Program of Individualized Self-Care
1992
The intended audience of this book is persons with diabetes, but it is also helpful for educators, family, and support persons who want more insight into how one can learn to live well with diabetes. Educators working in a variety of practice settings who are seeking helpful resources for their patient populations can recommend the book. The book offers advice and tips for patients interested in 2 possible levels of management intensity: a moderate level for those just starting and an additional level for tighter control. Gary Arsham, MD, PhD, is a physician/educator specializing in patient education and health behavior. Ernest Lowe has been a counselor, educator, television series writer, and producer. Both authors have had diabetes for more than 50 years. Catherine Feste, author of the chapter on diabetes and women, is an internationally known motivation specialist and author who has had diabetes for 40 years. First, skim the book in its entirety to become familiar with the content and style and to identify areas for more focused reading. You can bookmark topics most useful for yourself and for future reference or recommendations to patients. Search your chosen sections for concrete suggestions such as how to identify negative self-defeating thought processes and ways to change them. The chapters' titles are descriptive and weave together the authors' personal and professional experience using a variety of approaches to specific lifestyle challenges. The reader then decides which approach may be most useful for a given situation. Many avenues can lead to the same desired outcome.
ROLE OF A DIABETES EDUCATOR IN THE MANAGEMENT OF DIABETES
Education is not just a part of diabetes treatment; it is the treatment. This article will briefly review the goals and targets of a diabetes educator and how diabetes education has helped to improve the lives of diabetic patients. The key aims of diabetes education are to change behavior and promote self-management. Diabetes education consists of providing tools and support to patients as they learn to manage their disease thereby creating self confidence. Educating and imparting knowledge to diabetic patients is a complicated process. Individuals affected by diabetes must learn self-management skills and make life style changes to effectively manage diabetes and avoid or delay the complications associated with this disorder. For these reasons, self-management education is corner stone of treatment for all people with diabetes. Diabetes education has had somewhat impressive results in reducing the frequency of certain chronic diabetic complications in high-risks groups, notably foot ulceration and amputation. To deal with the great challenge of the global increase in diabetes prevalence, a diabetes education team has to intervene. A diabetes educator can provide support by encouraging patients to talk about their concerns or fears about diabetes. When the patient is diagnosed for the first time, the diabetes educator can actively teach the self-management skills and help them to live their life with diabetes.
The Diabetes Educator, 2020
J.K.B reports being a past chair of the Certification Board for Diabetes Care and Education, is the program chair for the Association of Diabetes Care & Education Specialists annual meeting, and has been a consultant to Joslin Diabetes Center. M.M.F. is on an advisory board of Eli Lilly. D.H. is the treasurer for the American Academy of Nurse Practitioners Certification Board of Commissioners and vice president of the American Nurse Practitioner Foundation. A.H.-F. reports receiving an honorarium from ADA as an Education Recognition Program auditor and is a participant in a speakers bureau sponsored by Abbott Diabetes Care and Xeris. D.I. reports being a participant in a speakers bureau/consultant for Xeris Pharmaceuticals, Novo Nordisk, Dexcom, and Lifescan. M.D.M. reports being a paid consultant of Diabetes-What to Know, Arkray, and DayTwo. A.N. reports being a participant in speakers bureaus sponsored by Boehringer Ingelheim, Novo Nordisk, and Xeris. L.M.S. reports research grant funding from Becton Dickinson. S.U. has received honoraria from ADA. No other potential conflicts of interest relevant to this article were reported.
Diabetes education program for people with type 2 diabetes: An international perspective
Evaluation and Program Planning, 2016
In the Palestinian community, lifestyle changes, rapid urbanization and socioeconomic development, stress, smoking, and changes in food habits has increased the risk of non-communicable diseases especially diabetes mellitus. Diabetes complications can be prevented if the glycemic status of patients with diabetes is maintained within a nearly normal range. Therefore, patient education is critical in controlling blood glucose levels within the normal range. This study aimed at measuring the effect of diabetes educational intervention program for patients suffering from type 2 diabetes attending the Diabetes Clinic in Tulkarim Directorate of Health. A short duration observational study involving pre- and post-test educational intervention program was carried out on a relatively small number of type 2 diabetes patients at the Diabetes Clinic in Tulkarim Directorate of Health. In total, 215 patients attended a group-based 4h educational intervention session about diabetes. The program included explaining diabetes mellitus-symptoms, risk factors, types, treatment and complications and main aspects of self-care of the disease (foot care, eye care, and blood glucose monitoring), main aspects of dietary management, weight reduction, blood pressure, smoking cessation, periodic investigations, home monitoring and importance of physical activity. Knowledge evaluation questionnaire were evaluated pre- and post-study. Anthropometric measurements such as body weight (WT), body mass index (BMI) and laboratory tests such as fasting blood glucose (FBG), hemoglobin A1C (HbA1c), cholesterol (Chol), and triglycerides (TG) were measured both at the beginning and at the end of the study. Significance of the results was assessed by paired t-test at 95% confidence interval. The participant's mean age was 51.07 that ranged between 31 and 70 years. For a total of 215 participants, 41.4% were males and 58.6% were females. The mean weight before educational intervention was 80.81±14.95kg (82.6kg for males and 79.5kg for females) that decreased to 78.9±14.33kg (81.1kg for males and 77.3kg for females) after educational intervention program. The BMI also decreased significantly after educational intervention. The mean fasting blood sugar was 188.65±71.45mg/dL before educational intervention that decreased to 177.7±66.11mg/dL after the educational intervention (p=0.049). The mean glycosylated hemoglobin was 8.57±1.21 before educational intervention that decreased to 7.95±1.42 after educational intervention. The mean value of cholesterol before educational intervention was 183.27±37.74mg/dL that decreased to 169.57±34.23mg/dL after educational intervention. The mean triglycerides value decreased after educational intervention from 209.85±171.04mg/dL to 183.28±152.4mg/dL (p=0.025). The mean score of knowledge questionnaire before educational intervention was 60.6±20.65 that increased to 78.1±13.4 after conducting educational intervention. Diabetes education was found to be effective on BMI, FBG, HbA1c, Chol, TG, and knowledge. Diabetes education is a cornerstone in the management and care of diabetes and should be an integral part of health planning involving patient's family, diabetes care team, community, and decision makers in the education process.
School-based diabetes interventions and their outcomes: a systematic literature review
Journal of public health research, 2015
Type 1 diabetes is one of the most common chronic childhood diseases, while type 2 diabetes in children is increasing at alarming rates globally. Against this backdrop, the school is a critical environment for children with diabetes. They continue to face barriers to education that may lead to depression, poor academic performance, and poor quality of life. To address these challenges, diabetes interventions have been implemented in school and the goal was to systematically review these interventions and their outcomes between 2000 and 2013. Fifteen studies were included in the narrative synthesis. Education of school personnel was the main focus before 2006. Studies reported gains in knowledge and perceived confidence of school staff. Since 2006, more comprehensive interventions have been developed to promote better care coordination and create a safe school environment. These studies reported improved diabetes management and quality of life of students. Assessment tools varied and...