scholarly journals The design of an evaluation framework for diabetes self-management education and support programs delivered nationally

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Jenny Louise Olson ◽  
Becky White ◽  
Helen Mitchell ◽  
Jennifer Halliday ◽  
Timothy Skinner ◽  
...  
Keyword(s):  
Service Providers ◽  
Management Education ◽  
Insulin Pump ◽  
Diabetes Education ◽  
Quality Standards ◽  
Evaluation Framework ◽  
Support Programs ◽  
Self Management ◽  
Quality Reporting ◽  
Supportive Program

Abstract Background The aim of this work was to develop a National Evaluation Framework to facilitate the standardization of delivery, quality, reporting, and evaluation of diabetes education and support programs delivered throughout Australia through the National Diabetes Services Scheme (NDSS). The NDSS is funded by the Australian Government, and provides access to diabetes information, education, support, and subsidized product across diverse settings in each state and territory of Australia through seven independent service-providers. This article reports the approach undertaken to develop the Framework. Methods A participatory approach was undertaken, focused on adopting nationally consistent outcomes and indicators, nominating objectives and measurement tools, specifying evaluation processes, and developing quality standards. Existing programs were classified based on related, overarching indicators enabling the adoption of a tiered system of evaluation. Results Two outcomes (i.e., improved clinical, reduced cost) and four indicators (i.e., improved knowledge and understanding, self-management, self-determination, psychosocial adjustment) were adopted from the Eigenmann and Colagiuri national consensus position statement for diabetes education. This allowed for the identification of objectives (i.e., improved empowerment, reduced distress, autonomy supportive program delivery, consumer satisfaction) and related measurement instruments. Programs were categorized as comprehensive, topic-specific, or basic education, with comprehensive programs allocated to receive the highest-level of evaluation. Eight quality standards were developed, with existing programs tested against those standards. Based on the results of testing, two comprehensive (OzDAFNE for people with type 1 diabetes, DESMOND for people with type 2 diabetes), and eight topic-specific (CarbSmart, ShopSmart, MonitorSmart, FootSmart, MedSmart, Living with Insulin, Insulin Pump Workshop, Ready Set Go – Let’s Move) structured diabetes self-management education and support programs were nominated for national delivery. Conclusions The National Evaluation Framework has facilitated consistency of program quality, delivery, and evaluation of programs delivered by multiple service providers across diverse contexts. The Framework could be applied by other service providers who facilitate multiple diabetes education and support programs and could be adapted for use in other chronic disease populations where education and support are indicated.

scholarly journals The Design of an Evaluation Framework for Diabetes Self-Management Education and Support Programs Delivered Nationally

2021 ◽  
Author(s):  
Jenny Louise Olson ◽  
Becky White ◽  
Helen Mitchell ◽  
Jennifer Halliday ◽  
Timothy Skinner ◽  
...  
Keyword(s):  
Service Providers ◽  
Management Education ◽  
Insulin Pump ◽  
Diabetes Education ◽  
Quality Standards ◽  
Evaluation Framework ◽  
Support Programs ◽  
Self Management ◽  
Quality Reporting ◽  
Supportive Program

Abstract Background The aim of this work was to develop a National Evaluation Framework to facilitate the standardization of delivery, quality, reporting, and evaluation of diabetes education and support programs delivered throughout Australia through the National Diabetes Services Scheme (NDSS). The NDSS is funded by the Australian Government, and provides access to diabetes information, education, support, and subsidized product across diverse settings in each state and territory of Australia through seven independent service-providers. This article reports the approach undertaken to develop the Framework. Methods A participatory approach was undertaken, focused on adopting nationally consistent outcomes and indicators, nominating objectives and measurement tools, specifying evaluation processes, and developing quality standards. Existing programs were classified based on related, overarching indicators enabling the adoption of a tiered system of evaluation. Results Two outcomes (i.e., improved clinical, reduced cost) and four indicators (i.e., improved knowledge and understanding, self-management, self-determination, psychosocial adjustment) were adopted from the Eigenmann and Colagiuri national consensus position statement for diabetes education. This allowed for the identification of objectives (i.e., improved empowerment, reduced distress, autonomy supportive program delivery, consumer satisfaction) and related measurement instruments. Programs were categorized as comprehensive, topic-specific, or basic education, with comprehensive programs allocated to receive the highest-level of evaluation. Twelve quality standards were developed, with existing programs tested against those standards. Based on the results of testing, two comprehensive (OzDAFNE for people with type 1 diabetes, DESMOND for people with type 2 diabetes), and eight topic-specific (CarbSmart, ShopSmart, MonitorSmart, FootSmart, MedSmart, Living with Insulin, Insulin Pump Workshop, Ready Set Go – Let’s Move) structured diabetes self-management education and support programs were nominated for national delivery. Conclusions The National Evaluation Framework has facilitated consistency of program quality, delivery, and evaluation of programs delivered by multiple service providers across diverse contexts. The Framework could be applied by other service providers who facilitate multiple diabetes education and support programs and could be adapted for use in other chronic disease populations where education and support are indicated.

scholarly journals The Design of An Evaluation Framework for Diabetes Self-Management Education and Support Programs Delivered Nationally

2021 ◽  
Author(s):  
Jenny Louise Olson ◽  
Becky White ◽  
Helen Mitchell ◽  
Jennifer Halliday ◽  
Timothy Skinner ◽  
...  
Keyword(s):  
Service Providers ◽  
Management Education ◽  
Insulin Pump ◽  
Diabetes Education ◽  
Quality Standards ◽  
Evaluation Framework ◽  
Support Programs ◽  
Self Management ◽  
Quality Reporting ◽  
Supportive Program

Abstract Background: The aim of this work was to develop a National Evaluation Framework to facilitate the standardization of delivery, quality, reporting, and evaluation of diabetes education and support programs delivered throughout Australia through the National Diabetes Services Scheme (NDSS). The NDSS is funded by the Australian Government, and provides access to diabetes information, education, support, and subsidized product across diverse settings in each state and territory of Australia through seven independent service-providers. This article reports the approach undertaken to develop the Framework. Methods: A participatory approach was undertaken, focused on adopting nationally consistent outcomes and indicators, nominating objectives and measurement tools, specifying evaluation processes, and developing quality standards. Existing programs were classified based on related, overarching indicators enabling the adoption of a tiered system of evaluation. Results: Two outcomes (i.e., improved clinical, reduced cost) and four indicators (i.e., improved knowledge and understanding, self-management, self-determination, psychosocial adjustment) were adopted from the Eigenmann and Colagiuri national consensus position statement for diabetes education. This allowed for the identification of objectives (i.e., improved empowerment, reduced distress, autonomy supportive program delivery, consumer satisfaction) and related measurement instruments. Programs were categorized as comprehensive, topic-specific, or basic education, with comprehensive programs allocated to receive the highest-level of evaluation. Twelve quality standards were developed, with existing programs tested against those standards. Based on the results of testing, two comprehensive (OzDAFNE for people with type 1 diabetes, DESMOND for people with type 2 diabetes), and eight topic-specific (CarbSmart, ShopSmart, MonitorSmart, FootSmart, MedSmart, Living with Insulin, Insulin Pump Workshop, Ready Set Go – Let’s Move) structured diabetes self-management education and support programs were nominated for national delivery. Conclusions: The National Evaluation Framework has facilitated consistency of program quality, delivery, and evaluation of programs delivered by multiple service providers across diverse contexts. The Framework could be applied by other service providers who facilitate multiple diabetes education and support programs and could be adapted for use in other chronic disease populations where education and support are indicated.

53-LB: Availability of Diabetes Self-Management Education and Support Programs in United States Counties

Diabetes ◽  
2019 ◽  
Vol 68 (Supplement 1) ◽  
pp. 53-LB
Author(s):  
BINA JAYAPAUL-PHILIP ◽  
SHIFAN DAI ◽  
EFOMO WOGHIREN ◽  
GIA E. RUTLEDGE
Keyword(s):  
United States ◽  
Management Education ◽  
Support Programs ◽  
Self Management

scholarly journals Building a Virtual Environment for Diabetes Self-Management Education and Support

2013 ◽  
Vol 5 (3) ◽  
pp. 68-80 ◽  
Author(s):  
Constance Johnson ◽  
Kevin Feenan ◽  
Glenn Setliff ◽  
Katherine Pereira ◽  
Nancy Hassell ◽  
...  
Keyword(s):  
Virtual Environment ◽  
Second Life ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Management Education ◽  
Diabetes Education ◽  
Self Management ◽  
Key Aspects ◽  
Health Applications

The authors developed an immersive diabetes community to provide diabetes self-management education and support for adults with type 2 diabetes. In this article the authors describe the procedures used to develop this virtual environment (VE). Second Life Impacts Diabetes Education & Self-Management (SLIDES), the VE for our diabetes community was built in Second Life. Social Cognitive Theory, behavioral principles and key aspects of virtual environments related to usability were applied in the development in this VE. Collaboration between researchers, clinicians and information technology (IT) specialists occurred throughout the development process. An interactive community was successfully built and utilized to provide diabetes self-management education and support. VEs for health applications may be innovative and enticing, yet it must be kept in mind that there are substantial effort, expertise, and usability factors that must be considered in the development of these environments for health care consumers.

Capacity of Diabetes Education Programs to Provide Both Diabetes Self-management Education and to Implement Diabetes Prevention Services

2011 ◽  
Vol 17 (3) ◽  
pp. 242-247 ◽  
Author(s):  
Marcene K. Butcher ◽  
Karl K. Vanderwood ◽  
Taryn O. Hall ◽  
Dorothy Gohdes ◽  
Steven D. Helgerson ◽  
...  
Keyword(s):  
Diabetes Prevention ◽  
Management Education ◽  
Diabetes Education ◽  
Self Management ◽  
Education Programs ◽  
Prevention Services

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

scholarly journals Implementing Key Drivers for Diabetes Self-Management Education and Support Programs: Early Outcomes, Activities, Facilitators, and Barriers

2018 ◽  
Vol 15 ◽  
Author(s):  
Jennifer Murphy Morgan ◽  
Yvonne Mensa-Wilmot ◽  
Shelly-Ann Bowen ◽  
Monica Murphy ◽  
Timethia Bonner ◽  
...  
Keyword(s):  
Management Education ◽  
Support Programs ◽  
Self Management ◽  
Key Drivers ◽  
Facilitators And Barriers

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.

Sign in / Sign up

Export Citation Format

Share Document