Diabetes Educators

Barlow, Susan J; Crean, John; Heizler, Alissa; Mulcahy, Kathryn; Springer, J. Fred

doi:10.1177/0145721705276572

Cited by 16 publications

(3 citation statements)

References 22 publications

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“…The DSN's title differs between countries – e.g. diabetes educator, diabetes specialist nurse, or diabetes nurse – as do DSNs' duties, responsibilities, and weekly case‐loads 2,5,6,10–13. Most Swedish DSNs in primary care pass a postgraduate examination as district nurse and have a formal qualification in diabetes care 14.…”

Section: Introductionmentioning

confidence: 99%

Diabetes specialist nurses’ perceptions of their multifaceted role

Boström

Isaksson

Lundman

et al. 2012

European Diabetes Nursing

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The aim of this study was to explore diabetes specialist nurses' (DSNs') perceptions of their professional role in diabetes care. Exploratory interviews were used to elicit DSNs' perceptions of their professional role. Twenty‐nine DSNs working in 23 primary health care centres in northern Sweden were interviewed in focus groups. Data were analysed using qualitative content analysis. The DSNs described their profession as encompassing five major roles: ‘expert’, ‘fosterer’, ‘executive’, ‘leader’, and ‘role model’. Challenges interpreted as role ambiguities included feeling uninformed, fragmented, resigned, pressed for time, and self‐reproachful. The profession of DSN was interpreted as multifaceted, with various roles and role ambiguities. Patient‐centred care and empowerment, which are recommended in diabetes care, can be difficult to achieve when DSNs experience role ambiguity. Lack of clarity about role demands and difficulty in reconciling different roles may have a negative impact on DSNs' attitudes in clinical encounters and could inhibit patient‐centred care. The development of the DSN profession requires improved awareness of the DSN's professional role in the clinical encounter, not only to improve the care of patients with diabetes, but also to retain these professionals. Copyright © 2012 FEND. Published by John Wiley & Sons, Ltd.

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Section: Introductionmentioning

confidence: 99%

Diabetes specialist nurses’ perceptions of their multifaceted role

Boström

Isaksson

Lundman

et al. 2012

European Diabetes Nursing

View full text Add to dashboard Cite

show abstract

“…The present questionnaire survey indicated that many CDEs surveyed considered that CDEs themselves were not working sufficiently as CDEs. Previous research has shown that successful intervention by CDEs helped to improve clinical and quality of life outcomes in certain patient groups (Burke et al 2014 ; Anderson and Funnell 2008 ; Kahn et al 2012 ; Barlow et al 2005 ). However, CDEs’ activities with diabetes care have certain difficulties in clinical settings.…”

Section: Discussionmentioning

confidence: 99%

The factors that limit activities of certified diabetes educators in Japan: a questionnaire survey

Kishimoto

Noda

2014

SpringerPlus

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BackgroundThe certified diabetes educator (CDE) is a qualification awarded to health professionals with specialized knowledge, skills, and experiences in diabetes management and education. To clarify whether CDEs consider themselves to be working sufficiently, in other words, making sufficient use of their specialized skills or not, a questionnaire survey was conducted.The participants were persons involved in diabetes-related educational seminars and medical personnel engaged in diabetes care at the National Center for Global Health and Medicine. They were asked to complete a questionnaire regarding self -perception of CDE’s activities and to describe the reasons for their answers.FindingsFewer than 40% of the responding CDEs in each of the professions surveyed were satisfied with the current state of their activities and contributions as a CDE. For CDEs, “lack of labor” is the most concerning issue that limits their satisfactory activities as CDEs, followed by “condition of facilities”. Other factors such as insufficient “interprofessional teamwork”, “limited personal ability”, “mismatched allocation”, and “low recognition for CDEs” also limited their activities.ConclusionMany CDEs perceived they are not working sufficiently. Further efforts should be made to support CDEs to improve their working conditions.

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“…Studies indicated that diabetes educators needed a comprehensive understanding of diabetes pathophysiology and epidemiology (36)(37)(38)(39). Such knowledge would empower them to establish the necessary sensitivity to diabetes in the community and offer advice to prevent it (39,40).…”

Section: Diabetes Educatorsmentioning

confidence: 99%

A Study on Social Factors Fffecting Type 2 Diabetes Self-management, a Narrative Review

Afifirad,

Khorshidi,

Soori

2023

J Clin Res Paramed Sci

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Context: Patients with type 2 diabetes (T2D) need to commit to permanent discipline to minimize the risks of disease. On the other hand, the approach to disease self-management has shifted from a solely biological and doctor-patient-oriented approach to a more comprehensive model with a cooperative approach that takes advantage of social factors such as the community and family. Therefore, it is necessary to comprehensively extract social factors affecting consumer discipline from scientific sources. Evidence Acquisition: This narrative review identified social factors T2D self-management. Relevant studies were retrieved from reputable databases including PubMed, Google Scholar, Iran Doc, Emerald, and ScienceDirect through a web search (with no temporal limitations). Out of the 18,082 retrieved articles, 68 studies resonating with research goals were selected and underwent qualitative analysis. Results: Four categories of social factors were identified, including family, diabetes educators, peers, and diabetes online communities. Family member behaviors were classified into three groups: Diabetes self-management facilitators, obstacles, and neutral behaviors. Studies on diabetes educators accentuated their essential capabilities. Also, two face-to-face peer support models were identified. Ultimately, diabetes online communities were investigated as an emerging context capable of identifying and covering the needs of diabetic patients and their families. Conclusions: Social factors, including family, educators, peers, and online communities, play a crucial role in T2D self-management. By recognizing these factors, healthcare professionals can design interventions that ultimately result in better outcomes for patients with T2D.

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Diabetes Educators

Cited by 16 publications

References 22 publications

Diabetes specialist nurses’ perceptions of their multifaceted role

Diabetes specialist nurses’ perceptions of their multifaceted role

The factors that limit activities of certified diabetes educators in Japan: a questionnaire survey

A Study on Social Factors Fffecting Type 2 Diabetes Self-management, a Narrative Review

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