Diabetes Self-Management Education

Preparing Nurse Leaders for Expanded Rolf of Diabetes Self-Management Education
Daly, A., Kulkarni, K., & Boucher, J. (2001). The new credential: Advanced diabetes management. American Dietetic Association.Journal of the American Dietetic Association, 101(8), 940-3.

The authors Daly, Kulkarni and Boucher (2001) provide a historical review of the education, experience and certification process for diabetes educators. The review provides insight for the progression of single practice to the expanded role of nurse diabetes educators as members of a multidisciplinary health care team. According to the authors “Prior to the 1970s, most educators practiced solo, doing the best they could to provide quality diabetes care and education. Since then,
Both pathways are available to registered nurses, physicians, dieticians and pharmacist the BC-ADM requires a master’s level degree in addition to experience hours providing education. The information provided was unbiased and informative in assisting practitioners in choosing which diabetes educator pathway to pursue. In comparison to following articles the historical review of the diabetes educator highlights the advanced skills required to remain proficient in current practice guidelines and skills required to provide care in an ever increasing population affected by the chronic illness of
The study discussed the role of practice nurses in a primary care setting in Australia to provide diabetes self-management education. Data collected from a 14 item knowledge survey from the National Association of Diabetes Centers were utilized by the authors and was supported with information from The American Association of Diabetes Educators standards for diabetes self-management (DSME), and chronic care model to support the positive outcomes associated with DSME and highlight the need for improvement for nurses to gain the education, knowledge, skill and experience to obtain the credentialing required to perform DSME. Nurses involved in the study varied in education level comprised of one student nurse, one advanced practice degree in nursing and the remaining with a bachelor of nursing. Work and education experience were varied from novice to less than 5 years’ work experience. Education experience consisted of workshops, in services and the advanced practice nurse completing formal DSME training. Work hours spent with diabetic patients varied from random encounters to 9 to 10 hours in direct care of the diabetic