Diabetes Educators

2005 ◽  
Vol 31 (3) ◽  
pp. 359-372 ◽  
Author(s):  
Susan Barlow ◽  
John Crean ◽  
Alissa Heizler ◽  
Kathy Mulcahy ◽  
Jane Springer
Keyword(s):  
United States ◽  
Practice Patterns ◽  
Insulin Pump ◽  
Diabetes Education ◽  
Medication Management ◽  
Management Training ◽  
Low Complexity ◽  
The United States ◽  
Professional Characteristics ◽  
Diabetes Educators

A survey evaluating the professional characteristics and practice patterns of diabetes educators was distributed across the United States. The specific survey aims were to assess whether (1) there continues to be a growing trend among US health professionals who consider themselves diabetes educators to obtain certification as certified diabetes educators (CDEs), (2) duties/services associated with diabetes self-management training (DSMT) and medical/medication management differ between diabetes educators who are CDEs versus those who are non-CDEs, and (3) educator practice patterns differ across the major geographic regions of the United States. Of the 507 diabetes educators completing the survey, 83% identified themselves as CDEs. Diabetes educators responding to similar surveys done in 1992 and 1999, 51% and 63%, respectively, identified themselves as CDEs. In this survey, a similar percentage of CDEs and non-CDEs employed DSMT practices of relatively low complexity (eg, general diabetes education) whereas a significantly higher percentage (P< .001) of CDEs employed DSMT practices of relatively high complexity (eg, insulin pump training). Significantly (P < .001) more CDEs provided medical/medication management services compared to non-CDEs. Finally, the practice patterns among CDEs were minimally influenced by region of the country. These results suggest that (1) the trend toward increased certification among diabetes educators has continued, (2) certification is associated with a greater likelihood of delivering complex DSMT services and medical/medication management, and (3) this pattern is consistent across the nation as a whole.

CDE Pharmacists in the United States

2018 ◽  
Vol 44 (3) ◽  
pp. 278-292 ◽  
Author(s):  
Jasmine D. Gonzalvo ◽  
Wendy M. Lantaff
Keyword(s):  
United States ◽  
Diabetes Education ◽  
The United States ◽  
Practice Setting ◽  
Cross Sectional ◽  
Electronic Survey ◽  
Steady Growth ◽  
Likert Scale Response ◽  
Survey Responses ◽  
Diabetes Educators

Purpose The purpose of the study was to identify current practice settings for Certified Diabetes Educators (CDEs) who are pharmacists. Following nurses and dietitians, pharmacists are the third largest group of health professionals who hold the CDE credential. The growing number of CDE pharmacists highlights the increasing involvement of pharmacists in diabetes care. What remains unknown is the specific settings in which pharmacist CDEs practice. Methods A cross-sectional, nationwide electronic survey was sent to all CDE pharmacists in the United States. Questions regarding demographics, practice setting characteristics, certification information, and common diabetes-related counseling topics were asked of all respondents. Survey items also sought to determine pharmacists’ perceptions of the benefits and barriers to obtaining the CDE credential. The questions were dichotomous, Likert-scale response, or open-ended. Results A total of 462 survey responses were included in the analysis for a response rate of (462/1275) 36.2%. Respondents identified hospital or health system as the most common practice setting (n = 311), followed by academia (n = 100), community (n = 81), managed care (n = 44), and other settings. Conclusions Study findings provide important data that describe where CDE pharmacists are practicing to provide diabetes education. The continued steady growth of CDE pharmacists suggests a consistent increase of pharmacists practicing diabetes education. Diabetes educators should recognize that CDE pharmacists practice in a variety of different settings.

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

Current practice patterns for management of vulvodynia in the United States

2016 ◽  
Vol 295 (3) ◽  
pp. 669-674 ◽  
Author(s):  
Lannah L. Lua ◽  
Yvette Hollette ◽  
Prathamesh Parm ◽  
Gayle Allenback ◽  
Vani Dandolu
Keyword(s):  
United States ◽  
Current Practice ◽  
Practice Patterns ◽  
The United States

Multi-practice survey on MR imaging practice patterns in rectal cancer in the United States

2021 ◽  
Author(s):  
David D. B. Bates ◽  
Hiram Shaish ◽  
Marc J. Gollub ◽  
Mukesh Harisinghani ◽  
Chandana Lall ◽  
...  
Keyword(s):  
United States ◽  
Rectal Cancer ◽  
Mr Imaging ◽  
Practice Patterns ◽  
The United States ◽  
Practice Survey

Reliability and Validity A Quick Review

2007 ◽  
Vol 33 (5) ◽  
pp. 775-780 ◽  
Author(s):  
Karen Fitzner
Keyword(s):  
Construct Validity ◽  
External Validity ◽  
Diabetes Education ◽  
Reliability And Validity ◽  
Management Training ◽  
Self Management ◽  
Validity Testing ◽  
Education Practice ◽  
Rigorous Testing ◽  
Diabetes Educators

The purpose of this article is to provide a brief review of reliability and validity testing. These concepts are important to researchers who are choosing techniques and/or developing tools that will be applied and evaluated in diabetes education practice. Several types of reliability and validity testing are defined, and an easy-to-use check sheet is provided for research purposes. Following testing for the basic aspects of reliability and validity such as face and construct validity, a tool may be appropriate for use in practice settings. Those conducting comprehensive outcomes evaluations, however, may desire additional validation such as testing for external validity. Diabetes educators can and should incorporate rigorous testing for these important aspects when conducting assessments of techniques and tools relating to diabetes self-management training.

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