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• W2156525367 abstract "The Canadian Diabetes Association 2008 Clinical Practice Guidelines for the Prevention and Management of Diabetes in Canada describe the individual with diabetes and their family as central members of the diabetes healthcare team (1Canadian Diabetes AssociationClinical Practice Guidelines Expert Committee, Canadian Diabetes Association 2008 clinical practice guidelines for the prevention and management of diabetes in Canada.Can J Diabetes. 2008; 32: S20Google Scholar). As members of this team, individuals with diabetes undertake both the bulk and the burden of responsibility for the day-to-day monitoring, decision making, problem solving, administration of treatment, coping and adaptation that is referred to as diabetes self-management. Diabetes self-management education (SME) can have a tremendous impact on people living with this very complex disease. In this issue of the Canadian Journal of Diabetes, we are very pleased to offer original research articles, resource reviews, perspectives and innovations in practice relating to the theme of education. These articles take us from the past to the present and on into the future of SME highlighting, not only what we have learned from our mistakes, but how we have built on our accomplishments. This issue is dedicated to exploring diabetes education through the life cycle, the evolution of new tools and strategies and the changing role of diabetes educators. Although there has been considerable debate over the last 30 years as to the value of diabetes SME, the current consensus states that SME is a “fundamental component of diabetes care” and “should be implemented for all individuals with diabetes” (1Canadian Diabetes AssociationClinical Practice Guidelines Expert Committee, Canadian Diabetes Association 2008 clinical practice guidelines for the prevention and management of diabetes in Canada.Can J Diabetes. 2008; 32: S20Google Scholar). As Amirthavasar and Gucciardi discuss in their articles, patients report an increase in knowledge and skills after attending the programs that leads to an increase in their confidence to engage in activities promoting behaviour change. However, the barriers to both attending the programs and initiating change are well articulated leaving room for thought as to how we can best address these challenges. Diabetes education is required throughout the life cycle from preconception care for women with diabetes to achieve optimal pregnancy outcomes, through childhood and the transitions of adolescence through adulthood. The controversial areas of when we should be initiating interventions, how we should be delivering the education and who should be involved are discussed by the authors illuminating some very different points of view. Reflecting that prevention education has a place throughout the lifecycle, Campbell et al describe a school-based, teacher-guided and peer-led health promotion initiative that engages grade 4 to 7 students as Health Buddies™ in teaching healthy living lessons to younger children. Donovan continues the prevention theme in regard to complications in their original research examining the effects of preconception counselling with women with diabetes questioning the success of such an intervention. Richardson has provided us with insight into how well we are educating our primary care providers as described in their research in referring those patients with greatest need on to specialty care. A question that influences all aspects of diabetes self-management education is the “how.” How can we deliver the education for the most effective response? Are groups better than individual appointments? Is e-learning more effective than in-person learning? No definitive answers are available but the articles by Gorecki, Sherifali and MacNeill give us some insight into this question as they describe the use of innovative tools used in a variety of settings with varied success. A clear message emitting from these articles is that knowledge alone is not sufficient to change behaviour but we really do not know what other strategies will provide greater advantage. When attempting to answer the question as to who should be involved in the delivery of diabetes SME, Sherifali has written an excellent commentary revisiting the role of the diabetes educator. Integrating insights from expert diabetes educators across Canada, the author describes the progress and process of SME in Canada. An evident theme emitting from this discussion is the need for quality (standardized) education delivered by qualified educators. The commentary from Hill regarding the creation of the Canadian Diabetes Educator Certification Board, the present role and future vision of the board, will help to guide educators in understanding the importance of standardization of education and certification of healthcare providers. The Diabetes Educator Section in their commentary shapes the role and responsibility of their role as allied health professionals in delivery of quality education to both the interdisciplinary membership as well as people living with diabetes. The contributors for this issue identify knowledge gaps that warrant future research and challenge healthcare providers to conduct practice based research to contribute to the evidence base on the efficacy of education interventions in several areas. The need for continuing research in the field of diabetes education is imperative, as healthcare providers must not assume that tools and strategies are equally effective across all patient populations, culture contexts or settings. Regardless of who is delivering SME, diabetes educators should continue to seek evidence-based answers to effectively deliver the right education, in the right way and at the right time. This issue of the Canadian Journal of Diabetes provides some very interesting perspectives to help answer these questions." @default.
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• W2156525367 title "Education Is the Issue" @default.
• W2156525367 doi "https://doi.org/10.1016/j.jcjd.2012.07.014" @default.
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