Objective: The objective of the study was to identify the knowledge, skills and practices of diabetes educators in relation to teaching and learning. Design: Quantitative and qualitative analysis of an online survey. Setting: Diabetes educators across Australia. Subjects: A convenience sample self-selected from the Australian Diabetes Educators Association (ADEA) data base. Main Outcome Measures: Attributes and barriers to effective teaching and learning. Results: The survey response rate was 16.2% (n=212) of the 1306 ADEA members. 79% were aged >40years and 10% were >60years; 93% were female; and 34% worked in the role of diabetes educator full-time. ADEA respondents spent 50% of their day on client education; 20% on administration; and 30% equally distributed between research, quality improvement, staff education and other duties. Barriers to effective teaching and learning were a lack of time, resources and issues associated with bedside teaching. Text responses indicated the desire to provide individualised, culturally, age and gender specific education. The majority of respondents (range 99.1%-95.5%, p=0.000) reported that providing education that allowed informed choices; helping clients learn from their choices and decisions; collaboratively writing goals and objectives; developing specific and tailored education programmes; teaching in a way that matched the clients' experiences; using interpreters; and involving families or significant others, were important. Conclusion: Respondents were aware of the teaching and learning needs of their clients. However strategies to address barriers to effective teaching and learning and the need to maintain advanced skills and knowledge in the context of continuously changing practice and client demographics need to be considered.
|Number of pages||11|
|Journal||Australian Journal of Advanced Nursing|
|Publication status||Published - 1 Dec 2008|
ASJC Scopus subject areas
- Advanced and Specialised Nursing