Addressing Attitudes During Diabetes Education: Suggestions From Adult Education

Greene, David S.; Beaudin, Bart P.; Bryan, Jean M.

doi:10.1177/014572179101700610

Cited by 18 publications

(6 citation statements)

References 10 publications

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“…Norris et al (2001) also found that interventions needed to address attitudes and motivations, rather than just knowledge about diabetes, to achieve behavioral change. Similarly, Greene, Beaudin, and Bryan (1991) reported that improving attitudes can positively affect management of diabetes. Adult education approaches suggest that fostering positive attitudes through the intervention may motivate participants to more effectively manage their disease and thus increase the success of interventions (Greene et al, 1991).…”

Section: Approaches To Diabetes Interventionsmentioning

confidence: 99%

The Effectiveness of an Interactive Small Group Diabetes Intervention in Improving Knowledge, Feeling of Control, and Behavior

Garrett¹,

Hageman

Sibley

et al. 2005

Health Promotion Practice

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The objective of this study is to evaluate the effectiveness of a small group intervention in improving knowledge, feeling of control, and behaviors related to self-management of diabetes. The intervention includes educational content on diabetes self-management as well as discussion of attitudes, feelings, and motivations about living with diabetes. The authors randomized volunteers into an intervention group that participated in the small-group learning activity and a control group that received a diabetes self-care book. A survey was conducted by telephone before and after each intervention and the difference in change over time between the groups was assessed for each outcome. Compared to the control group, participants in the small-group activity reported significant changes on all three outcomes adjusting for demographic differences between the groups. Because facilitating the learning session does not require clinically trained personnel, this type of intervention could broaden the resources available to people with diabetes.

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Section: Approaches To Diabetes Interventionsmentioning

confidence: 99%

The Effectiveness of an Interactive Small Group Diabetes Intervention in Improving Knowledge, Feeling of Control, and Behavior

Garrett¹,

Hageman

Sibley

et al. 2005

Health Promotion Practice

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show abstract

“…Studies indicate that instructors without specialized training in diabetes (51, 83-89), behavioral interventions (74,76,79,90 -92), teaching and learning skills (53, [93][94][95][96][97], and counseling skills (78,98) may not focus on patient behavior change, and therefore, clinical outcomes may not improve. Quality diabetes care and education require that professional staff have continuing education in diabetes educational strategies and behavioral interventions beyond their basic preparation (77,78,85,87, 94,98,99).…”

Section: Standard 6 the Dsme Instructors Will Obtain Regular Continumentioning

confidence: 99%

National Standards for Diabetes Self-Management Education

Mensing¹,

Boucher²,

Cypress³

et al. 2004

Diabetes Care

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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.

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“…20 In an assessment of attitudes of dietitians, nurses, and physicians toward diabetes, diabetes specialists had more positive attitudes than did nonspecialists and yet all were in favor of a team approach to care. 21 Instructors without specialized training in diabetes, 15,16,[22][23][24][25][26][27] behavioral interventions, 20,21,[28][29][30][31] teaching and learning skills, 17,[32][33][34][35][36] as well as counseling skills, 14,18 may not focus on patient behavioral changes and, therefore, may not improve clinical outcomes. Several reports have addressed the issue of specialized training in diabetes to improve clinical outcomes.…”

mentioning

confidence: 99%

“…32 Other investigators mentioned using techniques of adult education to address a psychosocial variable, such as attitude, as an important contributor to positive diabetes management. 33 Training of health care professionals improves patient teaching skills. 34 Patient education that produces behavioral changes requires that health care professionals have specific training, good communication and teaching skills, a supportive attitude, a readiness to listen and negotiate, 35 as well as time and adequate teaching skills.…”

mentioning

confidence: 99%

National Survey of Pharmacist Certified Diabetes Educators

et al. 2002

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We sought to determine the demographics of pharmacists who were certified diabetes educators (CDEs) and information about their training, professional affiliations, and types of diabetes education services that they provide. We also queried these pharmacists about clinical activities, reimbursement, impact of certification, and intent to pursue CDE recertification. A list of pharmacists who were CDEs as of August 31, 2000, was obtained from the National Certification Board for Diabetes Educators. We then sent a six-page anonymous survey to 415 pharmacist CDEs; 233 surveys (56.1%) were returned. Of these respondents, 140 are women and 93 are men, with a mean age of 41.5 years. Most reside in Southern or Western states. Average time since pharmacist licensure was 17 years, and average time as a CDE was 5 years. Most had completed postgraduate training, including residencies and/or fellowships; 52.8% had faculty appointments; 46.7% stated they were billing for their services; and 45.9% were obtaining reimbursement. Most pharmacists (84.4%) stated that they intended to pursue CDE recertification. Providing details about pharmacist CDEs and their clinical activities may motivate other pharmacists to pursue this credential. Pharmacists are often the most accessible of all health care providers, and earning the CDE credential may be an important contribution to diabetes care and education.

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Addressing Attitudes During Diabetes Education: Suggestions From Adult Education

Cited by 18 publications

References 10 publications

The Effectiveness of an Interactive Small Group Diabetes Intervention in Improving Knowledge, Feeling of Control, and Behavior

The Effectiveness of an Interactive Small Group Diabetes Intervention in Improving Knowledge, Feeling of Control, and Behavior

National Standards for Diabetes Self-Management Education

National Survey of Pharmacist Certified Diabetes Educators

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