Building Competency in Diabetes Education THE ESSENTIALS

SELF-MANAGEMENT EDUCATION & SUPPORT: PROGRAM DEVELOPMENT| 11-63

OTHER FRAMEWORKS FOR PROGRAM PLANNING AND EFFECTIVE INTERVENTIONS

The comprehensive framework we have discussed is evidence based and allows for considerable flexibility and adaptability to practice. However, there are other models that have been used to compliment the CCM. Some models are more applicable to individual encounters, where others are used in health promotion on a larger scale. All of the models in the following discussion have extensive research supporting their use in the real-world setting. One model that is being used for brief, personalized encounters, such as at the pharmacy or in primary care, is referred to as the ATOM approach (Assess, teach/train to a desired outcome) (87). It begins with the premise that a successful educational intervention must always have the outcome in mind (87). This outcome could be generated by a question, comment or immediate need of the patient. By using open-ended questions in the needs assessment, the gap between the desired outcome and what is currently known is discovered, directing the educator to the appropriate content. The outcome measurement can be that the patient learned to use the meter, they had their A1C done, or simply that they had their question answered and can apply this information to their self-care behaviours. Similar processes are used in this model, such as readiness to learn, contextual learning and interactive practice, but they are employed within a different frame of reference.

Figure 5. Atom model of learning

Desired outcome

Assess

Outcome measurement

Teach

Adapted from the ATOM learning model (87)