Building Competency in Diabetes Education THE ESSENTIALS

FOUNDATIONS OF DIABETES SELF-MANAGEMENT EDUCATION AND SUPPORT| 2-29

Table 3. Basic content for SME interventions

Cognitive behavioural interventions

Knowledge

Skills

Cognitive restructuring

Nutrition

Effective SMBG o BG pattern management o Use of advanced

•

•

•

Problem-solving

Physical activity

•

•

Stress management

Weight loss (5-10% of initial weight)

•

•

Goal-setting

•

technology (meter & meter downloads)

Hypoglycemia

•

Relaxation

•

SMBG

•

Personal awareness

•

Proper injection technique

•

Foot care

•

Alteration of causation thoughts/emotion

•

Home BP monitoring

•

Mental health & mood disorders

•

Proper personal inspection of feet Documentation of important tests

•

Smoking cessation

•

•

Preconception care

•

Driving considerations

•

Assessing resources and support

•

SMBG = self-monitoring blood glucose; BG = blood glucose; BP = blood pressure Adapted from Diabetes Canada (79)

Factors to consider in the delivery of SME The design of educational interventions (how learning is facilitated) is as important as the content of the session. Therefore, the effectiveness of diabetes SME depends as much on the educator’s knowledge and skill in facilitating long-term behaviour change as it does on knowledge of diabetes and the use of appropriate teaching strategies. What teaching strategy leads to the most successful adaptation of self-care behaviours? In general, it comes as no surprise that the translation of knowledge is most effectively achieved through programs which offer a mixed presentation method, including didactic and interactive components (80). This is also true for metabolic control. However, for behavioural change, the method of delivery favours the interactive approach (68).