ABSTRACT
Language is powerful and can have a strong impact on perceptions as well as behavior. A task force, consisting of representatives from the American Association of Diabetes Educators and the American Diabetes Association, convened to discuss language in diabetes care and education. The literature supports the need for a language movement in diabetes care and education. There are effective ways of communicating about diabetes. This article provides recommendations for language used by health care professionals and others when discussing diabetes through spoken or written words, whether directed to people with diabetes, colleagues, or the general public, as well as research questions related to language and diabetes.
Subject(s)
Communication , Diabetes Mellitus , Health Education/methods , Language , Advisory Committees , Humans , Self Care/psychologyABSTRACT
Language is powerful and can have a strong impact on perceptions as well as behavior. A task force, consisting of representatives from the American Association of Diabetes Educators (AADE) and the American Diabetes Association (ADA), convened to discuss language in diabetes care and education. This document represents the expert opinion of the task force. The literature supports the need for a language movement in diabetes care and education. There are effective ways of communicating about diabetes. This article provides recommendations for language used by health care professionals and others when discussing diabetes through spoken or written words-whether directed to people with diabetes, colleagues, or the general public, as well as research questions related to language and diabetes.
Subject(s)
Diabetes Mellitus/therapy , Patient Education as Topic , Health Personnel , Humans , Language , Practice Guidelines as Topic , Practice Patterns, Physicians'ABSTRACT
Key psychosocial issues faced by the teen who has diabetes have been discussed, including survey data from parents, and healthcare professionals, with direct quotes from teens themselves. It is interesting to note that, while most youth are quick to discuss the many challenges they experience, most are able to see some benefits--or at least some positive aspects--of living with diabetes. There have been tremendous advances in diabetes care with the development of many new medications, equipment, and supplies. As a result, the demands that this has placed on the teen who has diabetes have greatly increased, adding additional worry, time constraints, and a magnitude of responsibilities to their already complex lives. It is a part of every minute and every aspect of their lives and it becomes difficult for teens to separate their core being from the diabetes that "rules their life." The school nurse plays a significant role in the school life of the student with diabetes through direct involvement and in coordinating care with and training for the student, the family, the teachers, other staff in the school, and the community. Diabetes is a very serious chronic illness, yet with careful attention to the physical and psychosocial needs of the student with diabetes, good health as well as academic excellence is well within reach for students who are "teens first, who happen to have diabetes."
