Building Competency in Diabetes Education THE ESSENTIALS

INTRODUCTION| 1-11

CONTENT IN THE ESSENTIALS

The authors hope to build on the current level of knowledge and skill that readers bring from their past experience. The content is organized in logical sequence from simple to more complex and this manual follows the traditional order of many diabetes texts. Critical core behaviours required for SME and SMS for people with diabetes and their support systems are traditionally grouped into the following topics: • Information that answers the questions: “What is diabetes?” and “What does diabetes mean to me?” • How to identify and treat symptoms of high blood glucose and low blood glucose. • How to monitor glycemic control and other health parameters. • Nutrition for healthy living. • Activity and exercise for healthy living. • Pharmacological interventions. • Information on screening, prevention and treatment for chronic complications. • Information on diabetes through the lifespan. • How diabetes is experienced in special populations, i.e. pregnancy, elderly. • Psychosocial adjustment and stress management. • How to find and use health-care resources for effective diabetes management. Chapters 2 to 9 contain the learning content essential to beginning a career in SME, while the remaining chapters build on this information at a more advanced level. It is now recognized that the goals and strategies of intensive diabetes therapy are the gold standard for diabetes practices throughout Canada. This may be better labelled advanced self management , but it is now the standard we all must strive for — educator and patient alike. It may not be feasible or appropriate for all persons with diabetes to achieve all of the goals of optimal diabetes care, but all educators must be prepared to engage in this process. Optimal diabetes care should not be for a select few; it should be patient-centered and individualized for everyone affected by diabetes. As diabetes educators, we acknowledge that there are many components to the successful delivery of care. We can advocate for, and with our patients, for inclusion of these elements. However, we also realize that our primary responsibility, and where we can really make a