An Interview with Marti Funnell, CDE, MSN, author of Life with Diabetes: A Series of Teaching

Outlines (Fifth Edition)

Three Keys to Effective Diabetes Education

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Learning Objectives At the conclusion of this teleseminar, the learner will be able to:

Describe one change in the diabetes education landscape over the past 4 years

State and explain three keys to delivering effective diabetes education with adults

Describe one specific way diabetes educators can incorporate each of the three keys in their classes or counseling sessions

Devise a specific way to empower own clients

Devise a specific way to incorporate a variety of educational approaches in the classroom setting

State one piece of research on adult learning

Stimulate participant dialogue on longer-term diabetes self-management.

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Life with Diabetes: Background

Why did Marti write the book? 21 Session Outlines on all aspects of DSM ConceptDetailInstructor’s Notes format

(allows for specific dialogue/prompts and activity ideas) Handouts and visuals for each session all provided

Designed for adults with Type 1 and Type 2 diabetes, but can be adapted for younger people or those with special needs

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Keys to Effective Diabetes Education

Key 1: Make it about them! “Diabetes is self-managed and I am the self” Research on adult learning shows adults are problem-oriented and motivated to learn to the extent it helps them solve their real-life problems. Ask the Expert format gives clients the ability to identify problems in their help drive session content Educators must create a client-focused philosophy and incorporate it in their DSME classes

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Key 1: Make it about them: Examples Tip: use the word ‘you’ in questions you ask the class: Example: After having participants create a meal using the plate method, ask: “What do you think of this plate of food? Does using the plate method appeal to you? How do you think it would work for you? Are there strategies you could use to make it easier?” (page 72) Example: After a discussion about blood glucose monitoring, ask: “What have you learned by monitoring after meals?” (page 40) Example: After reviewing the basics of meal planning and food selection, ask: “How do you get the support you need from others? How do you let people know they are being helpful, but it does not feel supportive to you: for example, when they are being the ‘diabetes police’?” (page 41)

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Keys to Effective Diabetes Education

Key 2: Empower Your Patients DSM requires education and ongoing support Behavior change strategies are essential We are swim instructors not lifeguards! It’s not possible to get another person to change You can’t motivate your patients because they are already motivated!

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Key 2: Empower Your Patients: Examples

Tip: Seize every opportunity to have your patients problem-solve: Example: After a discussion on getting social support to manage your diabetes, have participants work on assertiveness skills, using ‘I’ statements and asking for support (page 314). Example: Ask participants to set a diabetes-related goal (“experiment”) and commit, either written or verbally, to carry out the behavior change. (page 142) How else can you as facilitator help to empower your patients?

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Keys to Effective Diabetes Education

Key 3: Use a variety of educational techniques Research on adult learning shows people have a variety of learning styles. Different learning styles can be addressed this by using a variety of teaching styles Ways to address this:

–Use visuals—handouts and other pictures/imagery –Activities and small group problem-solving—Research shows client

participation and collaboration produce better results –Use of self-directed learning (“behavioral experiments”) in-

between classes –Studies show education that incorporates the behavioral and

affective aspect of diabetes produce better outcomes

DSM involves trial and error and is NOT easy! (c) 2014 Skelly Skills

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Key 3: Use a Variety of Educational Techniques: Examples

Tip: For each class or session, have at least 3 different kinds of educational approaches planned Example: for a class on The Basics of Meal Planning:

–Provide a large visual of a food label (page 57) –Ask participants to keep a food diary during the upcoming week,

and provide them a food diary log to use and sample food diary (pages 61-62)

–Break class into smaller groups to brainstorm ways to eat less food to help control blood glucose and weight (page 40)

What other educational techniques could you use to address the variety of learning styles and educational levels of your group?

(c) 2014 Skelly Skills

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Key 3: Use a Variety of Educational Techniques: Food Diary Example

(c) 2014 Skelly Skills (c) 2014 American Diabetes Association. Used with permission.

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Benefits of Group vs. One-on-One Diabetes Education

Harness the energy, experience and ideas of the group Group members can help support each other Educator’s role often becomes that of group facilitator—helping group members to identify and solve problems that challenge their diabetes self-management efforts

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Coming Soon--DSMS

Class has just ended—how can we continue to help our clients over the longer-term? Diabetes Self-Management Support (DSMS): Increasing focus of ADA and DSME—research shows participants’ gains tend to wane after about 6 months Life with Diabetes Content Session: “Diabetes Self-Management”

–Facilitator NOT educator! (page 467) –Practical, experiential, problem-oriented (pages 468-469)

Marti’s thoughts—how do you do this? How do you define success with your class?

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Question & Answer

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For Your Continued Learning: Educating Your Diabetes Clients

Life with Diabetes: A Series of Teaching Outlines (42 CPEs)

Available at http://www.skellypublishing.com/Life_with_Diabetes_CPE_Program_p/life-01.htm

(c) 2014 Skelly Skills

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Thank You!

Thanks for joining us! We welcome your feedback—what topics are

helpful for you in becoming a better diabetes educator and practitioner?

(c) 2014 Skelly Skills