Creative partnerships in diabetes nursing: Promoting learning through collaborative practice – a preliminary evaluation

Sewell, Jill; Costa, Staël de Alvarenga Pereira; Dempsey, Colette; McHoy, A; Turner, Eileen; Wamae, D; Williams, Joy

doi:10.1002/edn.51

European Diabetes Nursing

2006

DOI: 10.1002/edn.51

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Creative partnerships in diabetes nursing: Promoting learning through collaborative practice – a preliminary evaluation

Jill Sewell

Staël de Alvarenga Pereira Costa

Colette Dempsey

et al.

Abstract: This paper describes the collaborative partnership between two geographically diverse NHS trusts in the UK serving patient populations with very different demographic profiles. A programme of structured exchange has been developed allowing diabetes specialist nurses (DSNs) to visit the partner trust to share and compare clinical practice. The model allows the individuals involved to critically reflect on their own and others' practice and has facilitated networking between the DSNs and service developments wit… Show more

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References 152 publications

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Reflection as an Educational Strategy in Nursing Professional Development

Miraglia

Asselin

2015

Journal for Nurses in Professional Development

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Reflection is a critical component of professional nursing practice and a strategy for learning through practice. This integrative review synthesizes the literature addressing the use of reflection as an educational strategy and reports outcomes from the use of reflective strategies. Reflection education is primarily nested in programs to meet specific clinical goals, structured with group facilitation. Findings suggest that reflective strategies stimulate learning in practice, enhance readiness to apply new knowledge, and promote practice change.

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Reflection as an Educational Strategy in Nursing Professional Development

Miraglia

Asselin

2015

Journal for Nurses in Professional Development

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Partnering with diabetes educators to improve patient outcomes

Burke

Sherr

Lipman

2014

DMSO

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Diabetes is a chronic, progressive disease that affects millions worldwide. The paradigm of diabetes management has shifted to focus on empowering the person with diabetes to manage the disease successfully and to improve their quality of life. Diabetes self-management education is a collaborative process through which people with diabetes gain the knowledge and skills needed to modify their behavior and to self-manage successfully the disease and its related conditions. Diabetes educators are health care professionals who apply in-depth knowledge and skills in the biological and social sciences, communication, counseling, and pedagogy to enable patients to manage daily and future challenges. Diabetes educators are integral in providing individualized education and promoting behavior change, using a framework of seven self-care behaviors known as the AADE7 Self-Care Behaviors™, developed by the American Association of Diabetes Educators. The iterative process of promoting behavior change includes assessment, goal setting, planning, implementation, evaluation, and documentation. Diabetes educators work as part of the patient’s health care team to engage with the patient in informed, shared decision making. The increasing prevalence of diabetes and the growing focus on its prevention require strategies for providing people with knowledge, skills, and strategies they need and can use. The diabetes educator is the logical facilitator of change. Access to diabetes education is critically important; incorporating diabetes educators into more and varied practice settings will serve to improve clinical and quality of life outcomes for persons with diabetes.

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Creative partnerships in diabetes nursing: Promoting learning through collaborative practice – a preliminary evaluation

Cited by 2 publications

References 152 publications

Reflection as an Educational Strategy in Nursing Professional Development

Reflection as an Educational Strategy in Nursing Professional Development

Partnering with diabetes educators to improve patient outcomes

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