Building Competency in Diabetes Education THE ESSENTIALS

11-50 | CHAPTER 11

Check illustrations ● Is it necessary to have an illustration for the message? ● Do the illustrations convey meaning of content clearly?

● Is a single concept at a time conveyed? ● Are size, lines and labels appropriate? ● Are the illustrations culturally relevant? Step 3

Steps

Actions

Target date

Complete

Pilot, revise and distribute

Conduct field testing ● Use the material with the intended audience, asking for feedback from both experts and target group. ● Does the feedback received meet with expectations? ● Does feedback from educators relate to feedback from patients? Test comprehension ● Does using the Cloze procedure provide the intended score? ● Is there feedback from the procedure that can be incorporated into the tool? Revise and distribute Step 4

Steps

Actions

Target date

Complete

1. Evaluate Evaluate process

● Was feedback requested and revisions made as the tool was being developed? Evaluate outcome ● Does the tool have a positive impact on knowledge, skill and motivation (stage of change) related to the desired behaviours?

TTM = Transtheoretical Model of Change