Diabetes UK Scotland & Structured Education Jane-Claire Judson Director

Beyond supporting Support Challenge Scrutinise

Support Diabetes UK position statement Toolkit for assessing structured education Report for the Patient Education Working Group Service Improvement Advisor Support to the Diabetes Education Network

Position Statement “People with diabetes need the knowledge, skills and motivation to assess their risks, to understand what they will gain from changing their behaviour or lifestyle and to act on that understanding by engaging in appropriate behaviours” SIGN, 2001 National Assembly for Wales, NHS public involvement report, 2001 Dept of Health, Social Services and Public Safety for Northern Ireland, 2000

Position Statement & PEWG Report Many people do not know how to manage their condition Many people are dissatisfied with the education provided by healthcare teams Criteria – NDST/NICE Children, people with poor basic skills, carers etc

Toolkit In progress – you could have it! Variety of tools for different settings and situations Toolkit will support and enable to meet NICE/NDST criteria Doesn’t accredit – yet – but you will be on the way…

Challenge Rationale/Philosophy Progress – slow, too little too late Spaghetti junction of structured education Methods – mix of learning style and mode Resources – educators, financial – also for the person (time off work etc) Outcomes – is it all about glucose control?

Education… It must be remembered that the purpose of education is not to fill the minds of students with facts... it is to teach them to think, if that is possible, and always to think for themselves. -- Robert Hutchins Information cannot replace education. -- Earl Kiole Education is the best provision for old age. -- Aristotle

Challenge: Rationale/Philosophy Education as a right Educators – focus on the skills and qualities required in a good educator Student not patient Educator not healthcare professional Leads to Education as a partnership – college/university model DEN website: “Engaging with the person with diabetes and gaining their trust” A new way to look at it? “Working in partnership with the student and earning their trust”

Progress – Diabetes UK Scotland view Varying levels of support for education initiatives Limited awareness of models and methods for good education Poor liaison between educators and service users Little service user satisfaction analysis Lack of strategic forward planning No timeline for systematic implementation Type 1 – NICE criteria met in 6 health boards Type 2 – NICE criteria met in in only 3 health boards FAIL?

Spaghetti Junction How many working groups does it take to create structured education for diabetes? Central, strategic and focused, resource Network approach – educator leads in each area User involvement, outcome measurement and quality integral Integration of all sources of advice, information through to education

Pyramid Approach Structured Education Informal Education Information and advice

Structure Central Team Board Associate educators SDG

Structure Central Team Associate educators Co- ordinator Educators Quality Service user involvement Development

Modes of learning – online, modular, classroom, group/individual Timing – day, evening, weekend Where – non-medical, library, local school, community resources Areas to consider

Scrutinise Quality control Working on behalf of patients and healthcare professionals Resources Information, data, feedback etc