Subject(s)
Consensus , Diabetes Mellitus, Type 2/therapy , Patient Education as Topic/methods , Self-Management/education , Self-Management/methods , Diabetes Complications/diagnosis , Diabetes Complications/therapy , Diabetes Mellitus, Type 2/diagnosis , Diabetes Mellitus, Type 2/economics , Dietetics , Humans , Nurse Practitioners , Nutrition Therapy , Patient Care Team , Pharmacists , Physician Assistants , Primary Health Care/methods , United StatesSubject(s)
American Medical Association/organization & administration , Consensus , Diabetes Mellitus, Type 2/rehabilitation , Diabetes Mellitus, Type 2/therapy , Dietetics/organization & administration , Nurse Practitioners/organization & administration , Nutritionists/organization & administration , Patient Education as Topic/organization & administration , Pharmacists/organization & administration , Physician Assistants/organization & administration , Physicians, Family/organization & administration , Psychosocial Support Systems , Self-Management/education , Societies, Medical/organization & administration , Societies, Pharmaceutical/organization & administration , Adult , Female , Humans , Male , United StatesABSTRACT
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'Subject(s)
Diabetes Mellitus, Type 2 , Patient Education as Topic/standards , Practice Guidelines as Topic/standards , Self Care/standards , Academies and Institutes/standards , Dietetics/standards , Health Educators/standards , Humans , Nutritional Sciences/standards , Societies, Medical/standards , United StatesSubject(s)
Diabetes Mellitus, Type 2/diet therapy , Dietetics/education , Health Knowledge, Attitudes, Practice , Patient Education as Topic , Academies and Institutes , Diabetes Mellitus, Type 2/diagnosis , Guidelines as Topic/standards , Humans , Nutritional Sciences/education , Self Care , Societies, Scientific , United StatesABSTRACT
Consider carbohydrate quality to achieve blood glucose control.
Subject(s)
Diabetes Mellitus/diet therapy , Diet, Diabetic/methods , Dietary Carbohydrates/administration & dosage , Glycemic Index , Blood Glucose/metabolism , Diabetes Mellitus/metabolism , Dietary Carbohydrates/adverse effects , Dietetics , Glycated Hemoglobin/metabolism , Glycemic Index/physiology , Humans , Nutrition Policy , Patient Education as TopicABSTRACT
PURPOSE: The purpose of this article is to describe the ADA Education Recognition Program Review Criteria for the National Standards for DSME and to help ADA-Recognized programs be prepared in the event of a random audit. METHODS: A multidisciplinary committee defined the Review Criteria and Indicators to demonstrate implementation of the 10 National Standards. Tips for completing the application as well as the 2 types of audits, random paper and onsite, are described. RESULTS: Five percent of all ADA-Recognized education programs will receive an onsite review conducted by 2 trained auditors. Detailed steps (based on over 100 audits that have been conducted) are outlined describing what happens prior to and during an audit so education programs can more fully understand the process and be prepared. The most common reasons that applications and/or audits fail are described. CONCLUSIONS: The Education Recognition Program of the ADA aims to ensure that diabetes education programs that meet quality standards will reach as many patients as possible. The lessons learned from other program applications and audits help to strengthen all diabetes education services to ensure that educators are doing the best for their patients.
