Building Competency in Diabetes Education THE ESSENTIALS

2-22 | CHAPTER 2

Educational interventions should be a collaborative effort designed with an interactive approach to facilitate person-centered goals (3). Likewise, SMS should reflect the patient’s specified needs to support their self-management behaviour (3). Both SME and SMS should meet the standards of practice set forth by Diabetes Canada, specifically from the Standards for Diabetes Education in Canada (1) and the 2018 Guidelines (2). Timing of SME and SMS Given that diabetes is a chronic disease, it is understandable that education and support requirements may change over the course of the disease. However, the timing of the education and support is critical as proven by studies which show that patients who attend an education class within one year of their diagnosis have a greater decrease in A1C (2,57). Patients have reported that their education at the time of diagnosis was extremely important in their success in their self-management (57). To add to this, research has identified four critical points where patients are most likely to require an assessment, reassessment and/or significant change in their treatment plan; at time of: 1. Diagnosis 2. Annual assessment 3. Development of complications 4. Transition period (pregnancy, insulin initiation, etc.) (10) Each of these time periods may require a different focus or message embedded in the education and support given. For example, at the time of diagnosis, the educator is emphasising adjustment and the beginning development of coping skills. During the annual assessment, the need for screening is reviewed and the prevention of complications is a focus. If complications have developed, the discussion may center on psychosocial support. Throughout the life cycle of living with diabetes, the educator has the responsibility to assess the timely need for education and support, to collaborate with the patient as to their priorities, and to facilitate the development of self management behaviours to improve outcomes (40).