Competencies for Diabetes Patient
Education: Pilot study results
Joan McDowell
National Education Co-Ordinator
NHS Education for Scotland
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
Pilot study
• DENS conference May 2012
• NHS Colleagues (total responses 10)
• QISMET
• DESMOND
• Paediatric representation
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)
Competencies (1 of 4)
• 1. Assess person’s 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
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
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
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
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
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, 8 10
2 responses
• 7, 13, 14
1 responses
• 1,15,16,17,18
0 responses
How would YOU use competencies
•
•
•
•
Professional development
Appraisal/annual review
Develop a business case
Promote services to others
• Change practice
• Quality assurance
• Raise awareness of role
6
6
1
2
1
4
2
How would you like your LINE
MANAGER to use competencies
•
•
•
•
•
•
•
•
•
•
Professional development
Appraisals/annual review
Develop a business case
Promote services to others
Setting objectives
Quality assurance
Developing role awareness
Peer review
Recruitment of staff
Training new staff
3
4
1
1
1
2
2
1
1
1
Importance of establishing
competencies
•
•
•
•
•
•
0 (not important)
1
2
3
4
5 (most important)
4
6
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
The Scottish Context
www.diabetesinscotland.org.uk
• Publications: APEDS&TAPEDS and Reviewer’s
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
DENS Competencies
Where to now?