Diabetes Education

ABOUT THE EDITOR Professor Trisha Dunning AM is Chair in Nursing, Deakin University and Barwon Health and a Clinical Nurse Consultant in Diabetes Education, Geelong, Australia. She is widely published in peer reviewed journals and non-peer reviewed publications, and is on the editorial boards and reviews panels of several health professional journals. Trisha also writes regular columns for The Australian Diabetes Educator and Diabetes Conquest. In addition, she is a highly experienced clinical nurse consultant having worked in the field for over 20 years.

• List of Contributors xiForeword xiiiPreface xviiAcknowledgements xxiList of Tables, Figures and Boxes xxiiiList of Abbreviations xxvii1 Brief Overview of Diabetes, the Disease 1Trisha Dunning AMIntroduction 1Overview of diabetes 1Prevalence of diabetes 2Overview of normal glucose homeostasis 2Signs and symptoms of diabetes 3Diabetes management and management aims 7Long-term diabetes complications 8Summary 9References 92 The Journey of the Person with Diabetes 12Jane Speight and Harsimran SinghIntroduction 12Psychological factors: the role of beliefs and attitudes 14Psychological factors: emotional reactions to diabetes 19Social factors: influence of personal situation 21Factors that affect illness/wellness behaviours 22Summary 23References 243 Teaching and Learning: The Art and Science of Making Connections 28Trisha Dunning AMIntroduction 28Purpose of diabetes education 29Principles of learning and teaching 29Learning theory 31Laws of learning 32Knowledge 32Nudging 34Learning and the brain 35Memory 36Keeping the brain fit: brain training 37Brain training: mind-body fitness 38Sleep: vital for learning and memory 39His brain, her brain 39Technology 40Helping people learn: proactive strategies are more effective 41Summary 46References 464 Making Choices, Setting Goals 49Timothy SkinnerIntroduction 49Why don ’ t people do what is best for them? 50Self-regulation, goals and values 52Behaviour-serving goals 53Limited resources 56SMARTER 58Sleep 59Summary 60References 615 The Teacher: Moving from Good to Exceptional 62Trisha Dunning AMIntroduction 62Healing 63Who is a teacher? 64Attributes of a ‘good’ teacher 65Moving from good to exceptional 67Philosophy of diabetes care and education 67Factors that influence philosophy 69Therapeutic relationship 70Listening 72Know yourself 72Wounded healer 74Reflection 74Being present in the moment 75Self-care 75Summary 76References 766 People Do Not Always Speak the Same Language Even When They Speak the Same Language 78Trisha Dunning AMIntroduction 78What is language? 78Components of language 80Learning a language 81The power of language 82Body language 84Culture 86Exchanging information: a complex process 89Language and attitude change 90‘Voices’ 90Narrative medicine 91The value of reading fiction 91Using writing in diabetes care 92Education materials 94Winnie the Pooh has the last word 94References 957 Role and Use of Creative Arts in Diabetes Care 98Jean-Philippe Assal and Tisiana AssalIntroduction 98Medical identity 98The four cardinal axes of healthcare delivery 99Listening to patients and modes of self-expression 101Promoting creativity 101Painting as a process of transformation 101The theatre of lived experience 106Artistic expression favours communication 106Two examples 107Key learning 111Art and therapeutic education 112Summary 114Recommended reading 1158 Turning Points and Transitions: Crises and Opportunities 117Trisha Dunning AMIntroduction 117The seven ages of man 118Common major life transitions 120Neutral zone 122A new beginning 122Major life transitions 123Signs a person may be entering or is in a life transition 125Strategies to help people manage life transitions 125Building resilience 127References 1319 Sharing Stories of the Journey: Peer Education 133Gretchen A. Piatt, Rhonda Lee, Helen Thomasic, Norma Ryan and Millie GlinskyIntroduction 133Empathy and sympathy 142Empathy and social support 142Empathy and patient relationships 143References 14710 Diabetes: A Lifetime of Learning 151Michelle RobinsIntroduction 151The clinical experience 152Learning styles 156Be honest 159Consistent and correct terminology 159Simplifying complex concepts into easier to understand concepts 160Using the individual ’ s knowledge and experience 161‘Catchy’ phrases 161Visual aids 162Asking the right questions 163Health literacy 164Group education 166Educating people with disabilities 169Being flexible about where diabetes education is delivered 170Cultural sensitivity and diabetes education 170Be aware of language 172Where to start 172Chapter summary and key points 173References 17411 Medicine Self-Management: More than Just Taking Pills 177Trisha Dunning AMIntroduction 177Medicine self-management 178Complementary and alternative medicines and therapies 181‘Compliance’: to use or not to use, that is the question 183People with diabetes’ perspective 184HPs, especially prescribers and educators perspectives 186Carers, particularly family members 186Extent of non-compliance 187Is there a relationship between medicine compliance and optimal health outcomes? 188Factors that influence medicine compliance 190How is compliance assessed/measured? 190Quality use of medicines 194QUM, diabetes educators and medicine management 194Summary 196References 19712 The Advance of Health Information Technology: Travelling the Internet Superhighway 200Kari HarnoIntroduction 200Internet and networks 200Diabetes education 202Diabetes management tools 205Personal health tools and self-care 207Summary 211References 21213 Leadership—Know Yourself: Influence Others 215Trisha Dunning AMIntroduction 215Leadership: a brief historical perspective 216What is leadership and what/who is a leader? 218Leader functions 220Leadership philosophies, theories and models 220Leadership styles 221Leadership competencies and attributes 221Leadership education and care of people with diabetes 224Leadership in diabetes clinical care 225Leadership in diabetes education 225Leadership in diabetes research 225What do diabetes educators think about leadership? 227How can we grow diabetes education leaders? 228Summary 229Acknowledgements 230References 230Appendix 232Index 235

"This book should be compulsory reading for all health care professionals involved in teaching people with diabetes how to cope with and adjust to their condition." (European Diabetes Nursing, 1 December 2012) "In summary, this book is useful for healthcare professionals working with people with diabetes. There are many short stories, case studies and illustrative quotes read." (Diabetes Update, 1 October 2013)"This book is useful for both beginners and experienced diabetes healthcare professionals. In addition, the messages it portrays are relevant to healthcare professionals working with people with other long-term conditions." (Journal of Diabetes Nursing, 1 January 2013)"This book should be compulsory reading for all health care professionals involved in teaching people with diabetes how to cope with and adjust to their condition." (Practical Diabetes, 1 November 2012)