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.

scholarly journals Exploring the interpersonal collaboration during the integration of diabetes teams into primary care.

2021 ◽  
Author(s):  
Enza Gucciardi ◽  
Sherry Espin ◽  
Antonia Morganti ◽  
Linda Dorado
Keyword(s):  
Primary Care ◽  
Primary Care Physicians ◽  
Diabetes Management ◽  
Interprofessional Collaboration ◽  
Diabetes Education ◽  
Knowledge Exchange ◽  
Management Training ◽  
New Ways Of Working ◽  
Positive Effects ◽  
Diabetes Educators

Background Specialised diabetes teams, specifically certified nurse and dietitian diabetes educator teams, are being integrated part-time into primary care to provide better care and support for Canadians living with diabetes. This practice model is being implemented throughout Canada in an effort to increase patient access to diabetes education, self-management training, and support. Interprofessional collaboration can have positive effects on both health processes and patient health outcomes, but few studies have explored how health professionals are introduced to and transition into this kind of interprofessional work. Method Data from 18 interviews with diabetes educators, 16 primary care physicians, 23 educators’ reflective journals, and 10 quarterly debriefing sessions were coded and analysed using a directed content analysis approach, facilitated by NVIVO software. Results Four major themes emerged related to challenges faced, strategies adopted, and benefits observed during this transition into interprofessional collaboration between diabetes educators and primary care physicians: (a) negotiating space, place, and role; (b) fostering working relationships; (c) performing collectively; and (d) enhancing knowledge exchange. Conclusions Our findings provide insight into how healthcare professionals who have not traditionally worked together in primary care are collaborating to integrate health services essential for diabetes management. Based on the experiences and personal reflections of participants, establishing new ways of working requires negotiating space and place to practice, role clarification, and frequent and effective modes of formal and informal communication to nurture the development of trust and mutual respect, which are vital to success.

scholarly journals EVALUATION OF DIABETES SELF-MANAGEMENT EDUCATION IN PATIENTS WITH CONCOMITANT CHRONIC KIDNEY DISEASE

2020 ◽  
Vol 73 (10) ◽  
pp. 2170-2174
Author(s):  
Oleksii M. Korzh
Keyword(s):  
Primary Care ◽  
Primary Care Physicians ◽  
Management Training ◽  
Cross Sectional Study ◽  
Self Management ◽  
Average Score ◽  
Cross Sectional ◽  
Self Monitoring ◽  
Diabetes Educators

The aim: Was to evaluate the quality of DSME provided by primary care physicians to people with diabetes mellitus. Materials and methods: A descriptive cross-sectional study was conducted among 120 primary care physicians. The quality of diabetes self-management training provided by physicians was assessed on a personal scale of 39 Likert questions obtained from the American Association of Diabetes Educators in seven areas of diabetes self-monitoring. The Cronbach’s reliability coefficient for each domain / subscale was ≥ 0.7. The data were analyzed using an independent selective t-test and one-way ANOVA. Results: More than half of the doctors provided “inadequate quality” of diabetes self-management in all areas. Doctors had the highest average score in the domain of “drug intake” (4.46 ± 0.61). Average scores in the “problem-solving domain” (3.52 ± 0.63) and “ being active domain” (3.46 ± 0.75) were low. The quality of DSME provided by physicians was not related to any of the characteristics of the physician. Conclusions: The quality of doctors’ communication on DSME in this study was suboptimal. Most adequately informed cases of diabetic behavior associated with self-management have been associated with reduced risk factors and an orientation towards disease. Thus, training of primary care physicians in diabetic self-management is recommended because of the key role that these doctors play in managing diabetes.

The Evolving Role of the Diabetes Educator—Changing Patient Behavior in Diabetes Self-management Education

2008 ◽  
Vol 04 (01) ◽  
pp. 29
Author(s):  
Daniel J Blackman
Keyword(s):  
Management Education ◽  
Diabetes Education ◽  
Diabetes Patient ◽  
Self Management ◽  
Diabetes Educator ◽  
Significant Difference ◽  
The Us ◽  
Patients With Diabetes ◽  
Diagnosed Diabetes ◽  
Diabetes Educators

In this day and age of evidence-based practice, we seek to provide interventions that we know will make a significant difference in the lives of our patients. For those of us who specialize in the care of people with diabetes, e.g. endocrinologists and diabetes educators, diabetes self-management education/training (DSME/T) has long been considered an essential intervention, a cornerstone of diabetes care. The government’s Healthy People 2010 objective that 60% of persons with diabetes should receive formal diabetes education supports this logic.1However, for many healthcare professionals outside of the specialty, this belief in the efficacy of DSME/T appears to be less solid, as evidenced by the poor referral rates for education. This disconnect is illustrated by the following findings. Although Medicare covers DSME/T as a benefit for patients with diabetes, only 1% of Medicare beneficiaries received this service in 2004 and 2005.2The Centers for Disease Control and Prevention (CDC) d ta indicate that only 54.3% of people who responded to a survey had ever attended some type of diabetes self-management class.3A 2007 Roper US Diabetes Patient Market Study found that only 26% of nearly 17 million diagnosed diabetes patients in the US had visited a diabetes educator within the past year.4Anecdotal reports from diabetes educators support the notion that with the current type 2 diabetes epidemic facing the US, education programs should be over-run with referrals for DSME/T. This, however, is far from the case for most programs. Most diabetes educators are sorely underutilized, and the rate of recognized diabetes education program closures is staggering, at three per week in the US.5

The effectiveness of self‐management training in organisations from two culturally different countries

2009 ◽  
Vol 28 (7) ◽  
pp. 633-646 ◽  
Author(s):  
Indira Pattni ◽  
Geoffrey N. Soutar
Keyword(s):  
Repeated Measures ◽  
Low Cost ◽  
Reliability And Validity ◽  
Management Training ◽  
Field Investigation ◽  
Retail Banking ◽  
Self Management ◽  
Content Type ◽  
The Two Cultures ◽  
The Impact

PurposeThe purpose of this paper is to examine the impact of short training in self‐management skills on employees' efficacious beliefs and skills across cultures.Design/methodology/approachA longitudinal pre‐post field investigation repeated measures analysis is used to compare the effectiveness of the self‐management training between employees from Australia (individualistic country) and Kenya (collectivistic country).FindingsThe results suggest that there is a significant improvement in the learning of skills and efficacious beliefs post‐training (24 weeks). However, there are no significant differences in improvement between the two cultures and the training is similarly effective in both cultures.Research limitations/implicationsTraining focus is based on previous research that is primarily individual focused and further studies need to explore the training ethos. The assessments are developed for the study and need further examination to test their reliability and validity in other contexts. The individualistic and collectivistic criteria are drawn from Hofstede's work and may need further investigation as Hofstede's sample size of the Kenyan population is small. Finally, the results are unique to retail banking.Originality/valueThe effectiveness of this low‐cost training for enhancing employee efficacy has positive organisational outcomes, especially for those that have a multicultural workforce. It may be particularly useful for organisations in developing countries where cost is of concern.

scholarly journals Diabetes Educators� Insights Regarding Connecting Mobile Phone� and Wearable Tracker�Collected Self-Monitoring Information to a Nationally-Used Electronic Health Record System for Diabetes Education: Descriptive Qualitative Study (Preprint)

2018 ◽  
Author(s):  
Jing Wang ◽  
Chin-Fun Chu ◽  
Chengdong Li ◽  
Laura Hayes ◽  
Linda Siminerio
Keyword(s):  
Mobile Phone ◽  
Management Education ◽  
Diabetes Education ◽  
Health Care Team ◽  
Self Management ◽  
Activity Data ◽  
Self Monitoring ◽  
Diabetes Educators ◽  
Monitoring Information ◽  
Behavioral Goal

BACKGROUND Diabetes educators are integral to a clinical team in providing diabetes self-management education and support; however, current mobile and Web-based self-management tools are not integrated into clinical diabetes care to support diabetes educators’ education efforts. OBJECTIVE The objective of our study was to seek diabetes educators’ insights regarding the development of an interface within the Chronicle Diabetes system, a nationally used electronic health record (EHR) system for diabetes education documentation with behavioral goal-setting functions, to transfer mobile phone- and wearable tracker-collected self-monitoring information from patients to diabetes educators to facilitate behavioral goal monitoring. METHODS A descriptive qualitative study was conducted to seek educators’ perspectives on usability and interface development preferences in developing a connected system. Educators can use the Chronicle Diabetes system to set behavioral goals with their patients. Individual and group interviews were used to seek educators’ preferences for viewing mobile phone- and wearable tracker-collected information on diet, physical activity, and sleep in the Chronicle Diabetes system using open-ended questions. Interview data were transcribed verbatim and analyzed for common themes. RESULTS Five common themes emerged from the discussion. First, educators expressed enthusiasm for and concerns about viewing diet and physical activity data in Chronicle Diabetes system. Second, educators valued viewing detailed dietary macronutrients and activity data; however, they preferred different kinds of details depending on patients’ needs, conditions, and behavioral goals and educators’ training background. Third, all educators liked the integration of mobile phone-collected data into Chronicle Diabetes system and preferably with current EHR systems. Fourth, a need for a health care team and a central EHR system to be formed was realized for educators to share summaries of self-monitoring data with other providers. Fifth, educators desired advanced features for the mobile app and the connected interface that can show self-monitoring data. CONCLUSIONS Flexibility is needed for educators to track the details of mobile phone- and wearable tracker-collected diet and activity information, and the integration of such data into Chronicle Diabetes and EHR systems is valuable for educators to track patients’ behavioral goals, provide diabetes self-management education and support, and share data with other health care team members to faciliate team-based care in clinical practice.

Diabetes Self-management Training in a Virtual Environment

2017 ◽  
Vol 43 (4) ◽  
pp. 413-421 ◽  
Author(s):  
Louise Reagan ◽  
Katherine Pereira ◽  
Vanessa Jefferson ◽  
Kathryn Evans Kreider ◽  
Susan Totten ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Management Training ◽  
Self Management ◽  
Health Educators ◽  
Time Interaction ◽  
Core Content ◽  
Comfort Levels ◽  
Challenges And Opportunities ◽  
Technological Barriers ◽  
Diabetes Educators

Diabetes self-management training (DSMT) improves diabetes health outcomes. However, low numbers of patients receive DSMT. Using virtual environments (VEs) for DSMT is an innovative approach to removing barriers for patients. The purpose of this paper is to describe the experience of health professionals and diabetes educators establishing and teaching DSMT in a VE, Diabetes LIVE© (Learning in Virtual Environments), and the implications for future use of VEs in DSMT. It was found that providing DSMT in a VE preserves real-time interaction between patients and educators. To facilitate ongoing patient learning and engagement, the DSMT curriculum was expanded beyond the core content as “Above and Beyond” topics. Using a VE for DSMT presents challenges and opportunities. Challenges include overcoming technological barriers and improving comfort levels to orient educators and patients to the functionality of the VE. Opportunities include overcoming barriers to reaching patients, particularly given the diabetes epidemic and relatively small number of diabetes educators. Using a VE also affords a simulated community for experiential learning. VEs may become powerful tools for diabetes and other health educators to reach patients. Ongoing education and support are vital to successful self-management of chronic disease.

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.

scholarly journals Exploring the interpersonal collaboration during the integration of diabetes teams into primary care.

2021 ◽  
Author(s):  
Enza Gucciardi ◽  
Sherry Espin ◽  
Antonia Morganti ◽  
Linda Dorado
Keyword(s):  
Primary Care ◽  
Primary Care Physicians ◽  
Diabetes Management ◽  
Interprofessional Collaboration ◽  
Diabetes Education ◽  
Knowledge Exchange ◽  
Management Training ◽  
New Ways Of Working ◽  
Positive Effects ◽  
Diabetes Educators

Background Specialised diabetes teams, specifically certified nurse and dietitian diabetes educator teams, are being integrated part-time into primary care to provide better care and support for Canadians living with diabetes. This practice model is being implemented throughout Canada in an effort to increase patient access to diabetes education, self-management training, and support. Interprofessional collaboration can have positive effects on both health processes and patient health outcomes, but few studies have explored how health professionals are introduced to and transition into this kind of interprofessional work. Method Data from 18 interviews with diabetes educators, 16 primary care physicians, 23 educators’ reflective journals, and 10 quarterly debriefing sessions were coded and analysed using a directed content analysis approach, facilitated by NVIVO software. Results Four major themes emerged related to challenges faced, strategies adopted, and benefits observed during this transition into interprofessional collaboration between diabetes educators and primary care physicians: (a) negotiating space, place, and role; (b) fostering working relationships; (c) performing collectively; and (d) enhancing knowledge exchange. Conclusions Our findings provide insight into how healthcare professionals who have not traditionally worked together in primary care are collaborating to integrate health services essential for diabetes management. Based on the experiences and personal reflections of participants, establishing new ways of working requires negotiating space and place to practice, role clarification, and frequent and effective modes of formal and informal communication to nurture the development of trust and mutual respect, which are vital to success.

scholarly journals Towards Construct Validity of Relational Aggression: An Examination of the Children's Social Behavior Scale

2021 ◽  
Author(s):  
Cassandra M Brandes ◽  
Kathleen Wade Reardon ◽  
Allison Shields ◽  
Jennifer L Tackett
Keyword(s):  
Social Behavior ◽  
Construct Validity ◽  
Relational Aggression ◽  
External Validity ◽  
Reliability And Validity ◽  
Psychological Research ◽  
Demographic Groups ◽  
Developmental Factors ◽  
Behavior Scale ◽  
Interdisciplinary Study

Relational aggression – or behavior intended to harm the relationships of its victims – has been the focus of interdisciplinary study across developmental, clinical, personality, and social psychology in the last several decades. One of the primary measures used to assess relational aggression in youth is the Children’s Social Behavior Scale (CSBS; Crick &amp; Grotpeter, 1995), but despite its common usage, the construct validity of this measure has not been comprehensively assessed. In the present study, we used a multistage construct validity framework to thoroughly investigate the nature of relational aggression across six community samples totaling 3,102 youth and their caregivers. We used multiple methods to map the reliability, internal or structural validity, and external validity of this scale. Through these analyses, we found that CSBS Relational Aggression demonstrated strong internal consistency, test-retest, and interrater reliability as well as a robust single factor structure and invariance across multiple demographic groups. External validity analyses positioned relational aggression within a theoretically consistent nomological net including psychopathology, personality, and social developmental factors. Contrary to concerns about the validity of self- and parent-reports of relational aggression, both parent- and youth-report forms of the CSBS Relational Aggression scale demonstrated strong reliability and validity. While construct validation has received inadequate attention in the psychological literature to date, through this project, we aimed to demonstrate how this approach may be used to investigate existing measures across psychological research.

Assessing the Value of Diabetes Education

2009 ◽  
Vol 35 (5) ◽  
pp. 752-760 ◽  
Author(s):  
Ian Duncan ◽  
Christian Birkmeyer ◽  
Sheryl Coughlin ◽  
Qijuan Li ◽  
Dawn Sherr ◽  
...  
Keyword(s):  
Management Education ◽  
Underserved Populations ◽  
Diabetes Education ◽  
Cost Savings ◽  
Self Management ◽  
Financial Outcomes ◽  
Referral Rates ◽  
Referring Physicians ◽  
The Impact ◽  
Diabetes Educators

Purpose The purpose of this study was to evaluate the impact of diabetes self-management education/training (DSME/T) on financial outcomes (cost of patient care). Methods Commercial and Medicare claims payer-derived datasets were used to assess whether patients who participate in diabetes education are more likely to follow recommendations for care than similar patients who do not participate in diabetes education, and if claims of patients who participate in diabetes education are lower than those of similar patients who do not. Results Patients using diabetes education have lower average costs than patients who do not use diabetes education. Physicians exhibit high variation in their referral rates to diabetes education. Conclusions The collaboration between diabetes educators and physicians yields positive clinical quality and cost savings. The analysis indicates that quality can be improved, and cost reduced, by increasing referral rates to diabetes education among low-referring physicians, specifically among men and people in disadvantaged areas. More needs to be done to inform physicians about ways to increase access to diabetes education for underserved populations.

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