Building Competency in Diabetes Education THE ESSENTIALS

SELF-MANAGEMENT EDUCATION & SUPPORT: PROGRAM DEVELOPMENT| 11-11

At this point, ask yourself: What do I think about diabetes and my ability to help people affected by it?” The Diabetes Attitude Scale may help you reflect on your own beliefs (22). The goal of this exercise is simply an increased awareness of your own beliefs and how they may influence your actions. Reflect on your answers. Are you being genuinely patient-centered? Are the philosophical principles of empowerment congruent with your beliefs? (Refer to Appendix A).

The Plan

Steps in the development of education/support interventions/programs

• Step I: Define/assess/recognize needs o Explore the problem or issue with the patients or the population. Identify issues, problems amenable to change. • Step II: Develop a plan for learning/intervention o Clarify feelings and the meaning of the issue to the patient. o Set goals collaboratively. o Problem-solve collaboratively to develop a change plan. • Step III: Pilot, revise and implement o Commit to action. • Step IV: Evaluate o Experience and evaluate the plan. o Provide ongoing support.

The Transtheoretical Model (TTM) is also discussed below in relation to the teaching/learning and CCM process. Bandura, the author of self-efficacy theory, may disagree with the blending of self-efficacy and the TTM. However, the TTM incorporates aspects of and interventions from several major cognitive-behavioural educational theories, including self-efficacy, and provides a useful framework for effectively coordinating CCM system and educational principles.