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Competencies for Diabetes Patient Education: Pilot study results Joan McDowell National Education Co-Ordinator NHS Education for Scotland.

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Presentation on theme: "Competencies for Diabetes Patient Education: Pilot study results Joan McDowell National Education Co-Ordinator NHS Education for Scotland."— Presentation transcript:

1 Competencies for Diabetes Patient Education: Pilot study results Joan McDowell National Education Co-Ordinator NHS Education for Scotland

2 Development of competencies 88 competencies from TREND, RCN, DUK, NHS Education for Scotland (Skills for Health, RCGP, Consensus) – Knowledge based – Skills based – Philosophy Reduced to 18

3 Pilot study DENS conference May 2012 NHS Colleagues (total responses 10) QISMET DESMOND Paediatric representation

4 Results 10 Diabetes Specialist Nurses and Dietitians England and Wales Delivering structured patient education Mean 6.8 years, median 7 years (18 months – 20 years)

5 Competencies (1 of 4) 1. Assess persons self management needs: 10 yes; 8 keep; 3 lose this one; 2. Learning styles: 9 yes; 5 keep; 4 need for own CPD 3. Identify barriers to self management : 9 yes; 5 keep; 9 need for own CPD 4. Facilitate self management goals: 10 yes; 5 keep; 1 change; 6 need for own CPD

6 Competencies continued (2 of 4) 5. Manage groups: 9 yes; 5 keep; 2 need for own CPD 6. Personal reflection: 10 yes; 5 keep; 3 need for own CPD 7. Effective communication skills: 10 yes; 5 keep: 1 need for own CPD 8. Special needs: 7 yes; 6 keep; 1 change; 2 need for own CPD

7 Competencies continued (3 of 4) 9. Theoretical frameworks: 8 yes; 5 keep; 2 lose; 1 change 10. Learning theories: 8 yes; 5 keep; 4 lose; 2 need for own CPD 11. Actively involve participants: 10 yes; 5 keep; 3 need for own CPD 12. Learning plan: 9 yes; 5 keep; 1 lose; 3 need for own CPD

8 Competencies continued (4 of 4) 13. Family/support: 9 yes; 4 keep; 2 lose; 1 need for own CPD 14. Teaching methods: 6 yes; 5 keep; 4 lose; 1 need for own CPD 15. Educational resources: 8 yes; 5 keep, 1 change 16. Relationships: 10 yes; 4 keep; 6 lose 17. Peer support: 10 yes; 5 keep; 4 lose 18. Non judgemental advice: 10 yes; 5 keep; 4 lose

9 Competencies 1-18 Majority currently think that they could personally demonstrate competence in them all. 14. (Teaching method) lowest at 6 responses 8. (Special needs) next lowest with 7 responses

10 Competencies and own professional development 3. (Barriers to self management) 9 responses 4. (Facilitate self management goals) 6 responses 6, 9, 11, 12 3 responses 5, responses 7, 13, 14 1 responses 1,15,16,17,180 responses

11 How would YOU use competencies Professional development6 Appraisal/annual review6 Develop a business case1 Promote services to others2 Change practice1 Quality assurance4 Raise awareness of role2

12 How would you like your LINE MANAGER to use competencies Professional development3 Appraisals/annual review4 Develop a business case1 Promote services to others1 Setting objectives1 Quality assurance2 Developing role awareness2 Peer review1 Recruitment of staff1 Training new staff1

13 Importance of establishing competencies 0(not important) (most important)6

14 Individual Comments Competencies need: – a context – definitions of terms used – evidence the outcomes – to include emotional skills Focus on teaching as opposed to diabetes educator

15 The Scottish Context Publications: APEDS&TAPEDS and Reviewers Handbook 12 competencies to be a trained educator List of other desirable skills Trained educator evidenced by teaching qualification; training for national programmes PLUS providing evidence through peer review, self reflection and written support

16 DENS Competencies Where to now?


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