Quality Standards for Diabetes Care Toolkit
- Bu səhifədəki naviqasiya:
- Implementation advice
- Content
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Integrate child into educational experience |
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Determine skill level |
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Identify self-care skills |
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Determine roles and responsibilities |
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Communication with peers and school staff who and when to tell about diabetes |
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Adolescence (12–18 years) |
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Begin transition care planning |
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Personal meaning of diabetes |
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Determine roles and responsibilities in care |
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Social situations and dating |
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Who or when to tell about diabetes |
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Driving |
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Sex and pre-conception counselling |
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Alcohol and drugs |
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College and career planning |
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Young adults |
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Personal meaning of diabetes |
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Roles and responsibilities in care |
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Social situations and dating |
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Who or when to tell about diabetes |
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Genetic risks, conception, and pre-conception |
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Travel |
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Choosing or pursuing a career |
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Workplace rights |
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Health or life insurance |
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Involving friends and significant others in diabetes care |
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Safety |
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Creating a support network |
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Establishing or maintaining independence |
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Middle-aged adults |
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Personal meaning of diabetes |
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Roles and responsibilities in care |
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Involving spouse or significant other in care |
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Sexual functioning |
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Developing a support network |
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Travel |
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Pursuing a career |
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Workplace rights |
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Health or life insurance |
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Talking with children or other family members about diabetes |
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Balancing other responsibilities with diabetes care |
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Safety |
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Facing complications |
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Older adults |
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Personal meaning of diabetes |
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Roles and responsibilities in care |
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Maintaining independence |
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Obtaining assistance with diabetes care tasks |
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Involving spouse or significant other in care |
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Travel |
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Talking with adult children or other family members about diabetes |
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Safety |
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Assessing for declines in ability to perform self-care/activities of daily living |
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Caring for diabetes along with other chronic illnesses or comorbidities |
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Obtaining health care when living in multiple locations |
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Community resources |
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Care of type 1 diabetes in long term or other care facilities |
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| Implementation advice |
Self-management education
As structured diabetes education is a critical component of diabetes care, it should be offered at diagnosis and on an ongoing basis (see Standard 16). When considering a structured education programme, the Scottish Intercollegiate Guidelines Network (SIGN) Clinical Guidelines for the Management of Diabetes (2010) state ‘the lack of head-to-head comparative trials renders it impossible to recommend one specific programme over another. Therefore, it is important to consider the outcomes that are desirable for the population being treated and to consider whether the trial data support the delivery of those outcomes for that population’ (p 10). Content and delivery is then tailored to local need. Overall recommendations include:
Content
Programmes should be evidence-informed, and suit the needs of the individual.
The programme should have specific aims and learning objectives.
Content must be specific to the diagnosis (eg, pre diabetes versus type 2 diabetes).
It should support the learner plus his or her family/whānau/carers in developing attitudes, beliefs, knowledge and skills to self-manage diabetes.
Standards in teaching and use of adult learning techniques are basic to providing interactive sessions that take into account the learning needs and abilities of the group.
There must be flexibility of timing and venue to accommodate participants’ preferences.
Utilisation of a variety of delivery modes should be implemented (eg, face-to-face or contemporary, quality assured and New Zealand-centric online consumer resources).
The programme should have a structured curriculum that is theory-driven, evidence-based and resource-effective, has supporting materials, and is written down.
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