Do practice nurses have the knowledge to provide diabetes self-management education?

Hollis, Margaret; Glaister, Karen; Lapsley, Jennifer Anne

doi:10.5172/conu.2013.2527

Cited by 15 publications

(10 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, a previous study showed that health education programmes that provide traditional advice have a success rate of only 5%e10% [3]. Therefore, effective new approaches to helping patients improve their self-management abilities are urgently needed.…”

Section: Introductionmentioning

confidence: 98%

Effect of motivational interviewing on self-management in patients with type 2 diabetes mellitus: A meta-analysis

Song

Sun

2014

International Journal of Nursing Sciences

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 98%

Effect of motivational interviewing on self-management in patients with type 2 diabetes mellitus: A meta-analysis

Song

Sun

2014

International Journal of Nursing Sciences

View full text Add to dashboard Cite

“…28,29 There is also a need for continuing professional development of practice nurses, especially in dietary assessment and advice, and intensification of medication management. 23,30 However, the six studies we identified in which practice nurses had an enhanced role in T2D management and received specific training showed mixed results, with improvements in some but not all parameters.…”

Section: Discussionmentioning

confidence: 96%

Primary health care provider–focused interventions for improving outcomes for people with type 2 diabetes: a rapid review

Faruqi

Thomas

Parker

et al. 2019

Public Health Res Pract

View full text Add to dashboard Cite

Objectives and importance of the study: The bulk of care for people with type 2 diabetes occurs in primary health care. This rapid review evaluated the effectiveness of primary health care provider-focused interventions in improving biochemical, clinical, psychological and health-related quality-of-life outcomes in people with type 2 diabetes. Methods: We searched Medline, Embase, All EBM Reviews, CINAHL, PsycINFO and grey literature focusing on the Organisation for Economic Cooperation and Development (OECD) member countries. We selected studies that targeted adults with type 2 diabetes, described a providerfocused intervention conducted in primary health care, and included an evaluation component. Four researchers extracted data and each included study was assessed for quality by two researchers. Results: Of the 15 studies identified, there was one systematic review (high quality), four randomised controlled trials (RCTs) (two strong quality, one each moderate and weak) and 10 cluster RCTs (two strong quality, five moderate, three weak). The range of follow-up periods was 3-32 months. In all but one study, the intervention was compared against usual care. The applied interventions included: computerised and noncomputerised decision support; culturally tailored interventions; feedback to the healthcare provider on quality of diabetes care; practice nurse involvement; and integrated primary and specialist care. All interventions aimed to improve the biochemical outcomes of interest; 13 studies also included clinical, psychological and/or health-related quality-of-life outcomes. Outcome results were mixed. Conclusions: All interventions had mixed impacts on the outcomes of interest except the one study testing a decision aid, which did not show any improvement. A number of interventions are already available in

show abstract

“…The teach-back method is an evidence-based method that confirms patient understanding of materials taught to them by a health care professional (Tamura-Lis, 2013). Nurses working in long-term care have a variety of educational backgrounds and may not have been educated on the teach-back method (Hollis et al, 2014). The teachback method has been utilized in acute care but there was very little evidence found supporting the use of this method in long-term care.…”

Section: Discussionmentioning

confidence: 99%

Increasing Nurses' Knowledge and Confidence Using the Teach-back Method to Teach Fall Prevention Strategies to Residents in Long Term Care

Nichols¹

2018

Preprint

View full text Add to dashboard Cite

Fall prevention in health care settings, either acute care or long-term care, has been identified as an area of focus for quality improvement. The Joint Commission and the Centers for Medicare and Medicaid have developed goals and recommendations for all areas of health care to follow to decrease falls and improve patient and resident quality of life. Direct care nurses are relied upon to provide the education and to assist in preventing falls, but often do not measure the retention of the information provided. The purpose of this quality improvement project was to provide education on the teach-back method to nurses working in a small, family owned long-term care facility. Benner’s skills acquisition theory and Kellogg’s Logic Model were used as the theoretical framework for developing the project and education. The aim was to increase knowledge and confidence using the teach-back method. An educational program was developed to provide education to the nurses. The education was followed by the opportunity to practice using the teach-back method in a role-playing scenario. Pre and post education tests were provided to determine if the education increased the nurses’ knowledge of the method. Thirty-three percent (N=10) of the nurses employed at the facility participated. Prior to the education, 40% (n=4) of the participants felt the teach-back method was not a practical method for teaching fall prevention strategies to the residents, as compared to 80% (n=8) in the post test. With a greater focus by regulatory agencies on fall prevention programs in long-term care settings, the advanced practice registered nurse can take on the role of leader in guiding nurses through the process of improving education and resident outcomes.

show abstract

Do practice nurses have the knowledge to provide diabetes self-management education?

Cited by 15 publications

References 18 publications

Effect of motivational interviewing on self-management in patients with type 2 diabetes mellitus: A meta-analysis

Effect of motivational interviewing on self-management in patients with type 2 diabetes mellitus: A meta-analysis

Primary health care provider–focused interventions for improving outcomes for people with type 2 diabetes: a rapid review

Increasing Nurses' Knowledge and Confidence Using the Teach-back Method to Teach Fall Prevention Strategies to Residents in Long Term Care

Contact Info

Product

Resources

About