Building Competency in Diabetes Education THE ESSENTIALS

2-38 | CHAPTER 2

rooms, web-based programs and written materials were also used to support the programs (108,109,119). Common to the process in all of the studies were the following constructs:

• Goal-setting • Diabetes knowledge acquisition • Individualized care with attention to cognitive and emotional barriers • Problem-solving • Frequent follow up

In diabetes health coaching, the individual is assisted in setting personal goals which reflect the behaviour change desired in the context of their lives. The coach establishes a trusting relationship with the patient and facilitates learning by supporting the acquisition of diabetes knowledge in a manner appropriate to the learning preferences of the patient, their willingness and readiness to change and their ability to overcome their barriers. The coach requires proficiency in the skills of motivational interviewing, active listening and problem solving to effectively navigate this process (108,109,118,119). A pivotal advantage of health coaching is that it allows for individualized follow up in a timely and efficient manner. Previous studies have shown that the time spent with the educator is one of the most significant factors in improving self-efficacy and maintaining positive self-care behaviours (10,68,95). Frequent follow up at a convenient time for the patient, in the method of their choice and on the topic of their choosing is the hallmark of diabetes health coaching. As research in health coaching evolves, there may be more evidence to support a consensus as to the most appropriate length of follow-up, the most successful methods and the necessary training for the coaches. To date, research done in our Canadian context has led to the development of a model for diabetes health coaching that gives some direction. This model is intended to include key behavioural interventions essential to health coaching (108,120).