Diabetes Education as a Career Choice

Ziemer, David C.; Lipman, Ruth D.; O’Brian, Catherine A.

doi:10.1177/0145721715608952

Cited by 10 publications

(7 citation statements)

References 10 publications

(11 reference statements)

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“…Working to alleviate stigma of this disease may also encourage more health professionals to choose the profession. 8 Most diabetes educators appear to make a concerted effort to understand the day-to-day challenges experienced by individuals with diabetes and the community, as indicated in their efforts to engage with the DOC. Increasing educator recommendation of DOC resources may be one means of improving patient engagement and health outcomes.…”

Section: Discussionmentioning

confidence: 99%

The 2017 Diabetes Educator and the Diabetes Self-Management Education National Practice Survey

et al. 2018

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Purpose The American Association of Diabetes Educators conducts the National Practice Survey (NPS) biennially to document current practice in diabetes education in the United States. The purpose of the study is to obtain insight about factors influencing the work of the diabetes educator. Method The 2017 NPS was comprised of 100 questions covering diabetes educator demographics, profile populations of people with diabetes, practice information, program accreditation, program curriculum, staffing, education delivery methods, data collection, and reporting. The basic survey consisted of 22 questions using branch logic, from which respondents were then directed to questions tailored to their particular practice setting, enabling them to answer only a relevant subset of the remaining questions. The web-based survey was sent to approximately 32 000 individuals who were either members of the American Association of Diabetes Educators (AADE) or Certified Diabetes Educators (CDE) with the National Certification Board for Diabetes Educators (NCBDE) but not AADE members. Weekly reminder e-mails were sent to recipients who had not yet responded. The outreach efforts resulted in the survey being completed by 4696 individuals, a 17% response rate yielding 95% confidence that these responses are within ±5% accuracy. Results Diabetes Self-Management Education and Support (DSMES) continues to be a field dominated by women (95%). Diabetes educators represent a diverse health care profession, with educators indicating most commonly that their primary discipline is nursing (48%), nutrition (38%), and pharmacy (7%). When asked about credentials, 82.6% indicated that they held a CDE, 3.8% held the Board Certified-Advanced Diabetes Management (BC-ADM) credential, and 16.5% held neither the CDE nor the BC-ADM. Nearly 75% characterized their role as a diabetes educator as providing direct patient care. DSMES continued to be provided in a varied array of settings to educationally, socioeconomically, and racially diverse patient populations. DSMES was delivered using a number of different educational strategies. Diabetes educators have direct influence in care and services that people with diabetes receive. Conclusions The results of the 2017 NPS demonstrate that diabetes educators are meeting the needs of varied populations in various practice settings. They are working with individuals with type 1 and type 2 diabetes, those at risk for diabetes, and women with gestational diabetes and are involved in recommending, implementing, and providing key referrals and recommendations for diabetes care, including insulin initiation, titration, medication adjustments, recommendations on devices, and technology. Identified areas for improvement include needs for increased racial and ethnic diversity in the workforce, recruiting young professionals, drawing practice approaches from related disciplines (eg, mental health and disability rehabilitation), and encouraging tracking of more areas of outcomes data. Diabetes educators are playing an increasi...

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Section: Discussionmentioning

confidence: 99%

The 2017 Diabetes Educator and the Diabetes Self-Management Education National Practice Survey

et al. 2018

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“…Health-related stigma is a psychological factor that negatively influences the lives of people living with diabetes (23). In diabetes, "uncontrolled," "diabetic," "noncompliant," and "nonadherent" can be stigmatizing terms that associate with stereotypes including "lazy," "unmotivated," "unwilling," and "don't care" (31).…”

Section: Use Language That Is Free From Stigmamentioning

confidence: 99%

The Use of Language in Diabetes Care and Education

et al. 2017

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Language is powerful and can have a strong impact on perceptions as well as behavior. A task force, consisting of representatives from the American Association of Diabetes Educators (AADE) and the American Diabetes Association (ADA), convened to discuss language in diabetes care and education. This document represents the expert opinion of the task force. The literature supports the need for a language movement in diabetes care and education. There are effective ways of communicating about diabetes. This article provides recommendations for language used by health care professionals and others when discussing diabetes through spoken or written words—whether directed to people with diabetes, colleagues, or the general public, as well as research questions related to language and diabetes.

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“…This is undoubtedly due to, or exacerbated by, the widespread and indiscriminate public health messaging that 'diabetes is preventable' since seminal trials concluded that up to 58% of cases of type 2 diabetes can be prevented [27]. Most alarmingly, this blaming of people with diabetes for their condition or their complications appears widespread among healthcare professionals, with an apparent lack of compassion for those struggling to manage this relentless condition [23,24,28]. Stigma and discrimination are even more prevalent in non-Western countries than Western countries [29,30].…”

Section: Accepted Articlementioning

confidence: 99%