Building Competency in Diabetes Education THE ESSENTIALS

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The World Health Organization states : “The role of peers is distinct and does not replace the role of health-care professionals involved in diabetes care” (95).

Using our experience to date and recognizing the limited resources that are available, diabetes SMS delivered by peers and/or health-care professionals has the potential to be an integral part in our collaborative practice. One does not replace the other nor can either be sufficient alone. As Dr. Heisler suggests, “the most effective models appear to combine peer-support with a more structured program of education and assistance” (115). The reinforcement of self care behaviour through support systems is an important component of the care continuum (76,112). The real question to be asked, then, is not who should deliver the care, but rather where, when and how can we collaborate to improve the implementation of self-care behaviours. We are all working toward a mutual goal and it takes a community to achieve this.

“Our vision is for a diabetes self-management program that works collaboratively, efficiently and effectively to contribute to an overall agenda that is advantageous to all persons with diabetes” (59).

Process and Elements of SMS Regardless of the way we deliver the support to our person with diabetes, the process remains complimentary to the education process. Supported by the American Diabetes Association, American Association of Diabetes Educators, Academy of Nutrition and Dietetics and similar to our Diabetes Canada education process, Powers et al. have outlined what they consider to be the “guiding principles and key elements for SMS” (10).