Building Competency in Diabetes Education THE ESSENTIALS

SELF-MANAGEMENT EDUCATION & SUPPORT: PROGRAM DEVELOPMENT| 11-105

• Previous dietary education and outcomes. • Cultural food practices: Impact on diabetes management. Note: Digestion/elimination issues covered elsewhere. Social history: • Daily schedule/work environment • Family relationships • Friends and social support • Finances and living environment • Education and learning style • Travel, eating in restaurants • Usual recreational activity

• Develop suggestions for change that are appropriate to the patient’s schedule, finances, lifestyle and learning style.

• Barriers that may interfere with change. • Resources to support positive change. • Provide family education, as appropriate.

• Determination of whether knowledge and motivation are adequate to manage food intake in different situations. • Do social situations present barriers to control?

A1C = glycated hemoglobin; BMI = body mass index; SMBG = self-monitoring of blood glucose

Activity and exercise This part of the assessment focuses on the ability to participate effectively in activities of daily living requiring energy output, including exercise, leisure activities and self-care activities. Exercise prescriptions for people with diabetes should be initiated by a physician or an exercise physiologist, but all health-care providers should be knowledgeable about which assessments are indicated and why.

Data collection should include:

Rationale for including this assessment area & application to SME: • Activity level: Some form of activity can be undertaken by almost everyone and need not be strenuous to be both satisfying and healthful. • Knowledge of precautions, such as warm-up, cool-down, stretching, determining maximal heart rate, checking pulse, timing and monitoring of BG.

Typical activities patient engages in/enjoys: • Frequency, duration and intensity of activity pattern. • Hypoglycemia related to activity and usual prevention practices (changes to insulin and/or food).