Common Errors by Diabetes Patients Influencing Management

2021 ◽  
Vol 5 (7) ◽  
pp. 01-02
Author(s):  
LK Shankhdhar ◽  
Kshitij Shankhdhar ◽  
Smita Shankhdhar
Keyword(s):  
Diabetes Education ◽  
The World ◽  
Diabetes Educators ◽  
Diabetes Patients

Merely visiting a physician and receiving a prescription is not enough while treating a patient suffering from diabetes. Many mistakes are committed by patients, which make physician’s job very challenging.Many patients do not take prescribed pills on right time, in right dose in right manner because of which blood reports are influenced. Patients have their own myths and misbeliefs to commit these faults. The only way to minimize these faults is diabetes education which a sparingly rendered by the physicians in our part of the world and we do not have a well set system of diabetes educators.

The Language Challenge of Diabetes Information and Education in Nigeria's Multi-Lingual Setting

2020 ◽  
pp. 263-275
Author(s):  
Chinyere Azuka Mbaka
Keyword(s):  
Qualitative Methods ◽  
Ethnic Groups ◽  
English Language ◽  
Diabetes Education ◽  
Health Facilities ◽  
Major Health ◽  
The World ◽  
Diabetes Educators ◽  
Local Languages ◽  
Diabetes Patients

Diabetes is a major health challenge in the world, but it can be effectively managed or controlled through diabetes information and education. However, none has dwelt on the language dynamics of communication interactions despite the fact that Nigeria is a multi-lingual nation. Therefore, the study investigates the language challenges faced by persons living with diabetes (PLWDs) and diabetes educators (DEs) in the course of diabetes education in the urban and semi-urban centres of Nigeria. Qualitative methods used to gather information from 120 diabetes patients selected from three health facilities in Ogun and Lagos states. The findings reveal that most diabetes educators use the English language to educate their patients. Reason being that of ease, unavailability of most diabetes education materials in the local languages and a heterogeneous audience made up of different ethnic groups. It is recommended that diabetes educators use locally prepared pamphlets and materials for inclusiveness and good understanding of their patients.

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.

Exploring Diabetes Educators’ Core Competencies in the Kingdom of Saudi Arabia

2021 ◽  
Vol 17 ◽  
Author(s):  
Talal Alharbi ◽  
Gayle McLelland ◽  
Nikos Thomacos
Keyword(s):  
Saudi Arabia ◽  
Core Competencies ◽  
Diabetes Education ◽  
Perceived Competence ◽  
The Self ◽  
Diabetes Knowledge ◽  
Cross Sectional Survey ◽  
Kingdom Of Saudi Arabia ◽  
Knowledge Test ◽  
Diabetes Educators

Background: Diabetes education provided by qualified and competent diabetes educators (DEs) is effective in reducing risks of diabetes complications. Globally, the DE workforce comprises a mixture of professions, with the majority being nurses. It is necessary to regularly assess DEs’ competence and knowledge to ensure that quality diabetes education is being delivered. Objective: This study explored the self-perceived competence and the diabetes knowledge of DEs in the Kingdom of Saudi Arabia (KSA). Methods: This study explored the self-perceived competence and the diabetes knowledge of DEs in the Kingdom of Saudi Arabia (KSA), using a quantitative, cross-sectional survey, administered at 20 diabetes centres. A total of 368 DEs were invited to participate in the study. Results: Surveys were completed by 324 DEs (response rate = 88%), 84% (n=271) were nurses. From a possible overall range between 63-252, the mean (M) was 168.59 and standard deviation (SD) was (35.6) hence perceived competence of the DEs was low, Of a maximum possible score of 45 for the diabetes knowledge test, response scores ranged from 9 to 40, with M = 26.2 (6.0). Perceived competence and diabetes knowledge varied depending on age, nationality, educational qualification, primary profession, and whether or not the DE held a specialised diabetes qualification. Conclusion: DEs in the KSA need to develop and enhance their competence and knowledge in order to provide quality diabetes care and education. The low perceived competence and scores in the knowledge test show that intervention measures are needed to regularly assess and improve the core competencies of DEs. Further research is required to identify DEs’ barriers to having sufficient competencies and knowledge.

Choosing and Using Theories in Diabetes Education Research

2005 ◽  
Vol 31 (4) ◽  
pp. 513-520 ◽  
Author(s):  
Robert M. Anderson ◽  
Martha M. Funnell ◽  
Cheri Ann Hernandez
Keyword(s):  
Education Research ◽  
Effective Teaching ◽  
Diabetes Education ◽  
Explanatory Power ◽  
Prediction And Control ◽  
How People Learn ◽  
And Control ◽  
Diabetes Educators ◽  
Evaluation Project

Diabetes educators use theories all the time, even if they are not aware of it. To teach, one must have some assumptions about how people learn and what constitutes effective teaching. The purpose of this article is to help diabetes educators interested in research and evaluation choose appropriate theories. The article will review the 4 purposes of theories, that is, description, explanation, prediction, and control, as well as the degree to which a theory has been articulated and elaborated. The importance of a theory’s personal resonance, its explanatory power, and its utility will also be examined. The article will also review how to use 1 or more theories at each stage of a research or evaluation project.

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