Building Competency in Diabetes Education THE ESSENTIALS

11-48 | CHAPTER 11

• Are the recommended behaviours congruent with the identified need? Conduct a review of the literature • Are the recommended behaviours well supported by current research (references are stated and current; authors are noted and qualified)? Assess the goals related to educational theory • Are the behaviours congruent with educational theory (e.g. adult education theory, Health Belief Model)? • Are the behavioural goals appropriate for the person’s • What is the target population’s education level? • What is the target population’s pre-existing knowledge? • What are culturally appropriate characteristics for the audience? Conduct an environmental scan • Does current educational material address the goal behaviour and target population characteristics? Define the purpose and learner objectives • Do the purpose and learner objectives link with the • Is the goal behaviour best achieved with written educational material? Consider pros and cons. • How can the goal behaviour, target audience and needs assessment information be best supported in a written tool? Develop budget • How will the material be developed and used? curriculum and needs assessment? Confirm the educational method readiness to change (TTM)? Define the target audience