Diabetes Education
Art, Science and Evidence
1. Auflage
Erschienen am 12. Oktober 2012
Buch
Softcover
272 Seiten
978-0-470-65605-1 (ISBN)
Beschreibung
Diabetes education is a process, the key to which is establishing a therapeutic relationship with the individual. The overall goal of diabetes education is to enhance the individual's health capability, including their ability to solve problems and apply the learning to self-care. Thus, diabetes education is an interactive process of teaching and learning where information is co-generated. This innovative and thought-provoking new book explores the 'how' of diabetes education, rather than the 'what' and the 'why'.
Diabetes Education: Art, Science and Evidence helps healthcare practitioners teach diabetes effectively from diagnosis onwards and ensure people living with diabetes receive individualised support and information. It enables practitioners and educators to examine and reflect on their practice when managing the person with diabetes. Bringing together all the thinking and experience of the diabetes journey in one text, this book is essential reading for all practitioners and students involved in diabetes care.
SPECIAL FEATURES:
Features short stories, case studies, illustrative quotes, practice points and reflection points throughout
Edited by an internationally renowned expert in the field
Contributions from some of the world's leading diabetes educators
This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from iTunes, Google Play or the MedHand Store.
Diabetes Education: Art, Science and Evidence helps healthcare practitioners teach diabetes effectively from diagnosis onwards and ensure people living with diabetes receive individualised support and information. It enables practitioners and educators to examine and reflect on their practice when managing the person with diabetes. Bringing together all the thinking and experience of the diabetes journey in one text, this book is essential reading for all practitioners and students involved in diabetes care.
SPECIAL FEATURES:
Features short stories, case studies, illustrative quotes, practice points and reflection points throughout
Edited by an internationally renowned expert in the field
Contributions from some of the world's leading diabetes educators
This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from iTunes, Google Play or the MedHand Store.
Rezensionen / Stimmen
"This book should be compulsory reading for all health care professionals involved in teaching people with diabetes how to cope with and adjust to their condition." (European Diabetes Nursing, 1 December 2012) "In summary, this book is useful for healthcare professionals working with people with diabetes. There are many short stories, case studies and illustrative quotes read." (Diabetes Update, 1 October 2013)"This book is useful for both beginners and experienced diabetes healthcare professionals. In addition, the messages it portrays are relevant to healthcare professionals working with people with other long-term conditions." (Journal of Diabetes Nursing, 1 January 2013)
"This book should be compulsory reading for all health care professionals involved in teaching people with diabetes how to cope with and adjust to their condition." (Practical Diabetes, 1 November 2012)
Weitere Details
Sprache
Englisch
Verlagsort
Hoboken
Großbritannien
Verlagsgruppe
John Wiley and Sons Ltd
Zielgruppe
Für Beruf und Forschung
Produkt-Hinweis
Broschur/Paperback
Klebebindung
Maße
Höhe: 241 mm
Breite: 170 mm
Dicke: 15 mm
Gewicht
408 gr
ISBN-13
978-0-470-65605-1 (9780470656051)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Weitere Ausgaben
Andere Ausgaben
E-Book
08/2012
Wiley-Blackwell
43,99 €
Als Download verfügbar
E-Book
08/2012
Wiley-Blackwell
43,99 €
Als Download verfügbar
Person
ABOUT THE EDITOR
Professor Trisha Dunning AM is Chair in Nursing, Deakin University and Barwon Health and a Clinical Nurse Consultant in Diabetes Education, Geelong, Australia. She is widely published in peer reviewed journals and non-peer reviewed publications, and is on the editorial boards and reviews panels of several health professional journals. Trisha also writes regular columns for The Australian Diabetes Educator and Diabetes Conquest. In addition, she is a highly experienced clinical nurse consultant having worked in the field for over 20 years.
Professor Trisha Dunning AM is Chair in Nursing, Deakin University and Barwon Health and a Clinical Nurse Consultant in Diabetes Education, Geelong, Australia. She is widely published in peer reviewed journals and non-peer reviewed publications, and is on the editorial boards and reviews panels of several health professional journals. Trisha also writes regular columns for The Australian Diabetes Educator and Diabetes Conquest. In addition, she is a highly experienced clinical nurse consultant having worked in the field for over 20 years.
Inhalt
List of Contributors xi
Foreword xiii
Preface xvii
Acknowledgements xxi
List of Tables, Figures and Boxes xxiii
List of Abbreviations xxvii
1 Brief Overview of Diabetes, the Disease 1
Trisha Dunning AM
Introduction 1
Overview of diabetes 1
Prevalence of diabetes 2
Overview of normal glucose homeostasis 2
Signs and symptoms of diabetes 3
Diabetes management and management aims 7
Long-term diabetes complications 8
Summary 9
References 9
2 The Journey of the Person with Diabetes 12
Jane Speight and Harsimran Singh
Introduction 12
Psychological factors: the role of beliefs and attitudes 14
Psychological factors: emotional reactions to diabetes 19
Social factors: influence of personal situation 21
Factors that affect illness/wellness behaviours 22
Summary 23
References 24
3 Teaching and Learning: The Art and Science of Making Connections 28
Trisha Dunning AM
Introduction 28
Purpose of diabetes education 29
Principles of learning and teaching 29
Learning theory 31
Laws of learning 32
Knowledge 32
Nudging 34
Learning and the brain 35
Memory 36
Keeping the brain fit: brain training 37
Brain training: mind-body fitness 38
Sleep: vital for learning and memory 39
His brain, her brain 39
Technology 40
Helping people learn: proactive strategies are more effective 41
Summary 46
References 46
4 Making Choices, Setting Goals 49
Timothy Skinner
Introduction 49
Why don ' t people do what is best for them? 50
Self-regulation, goals and values 52
Behaviour-serving goals 53
Limited resources 56
SMARTER 58
Sleep 59
Summary 60
References 61
5 The Teacher: Moving from Good to Exceptional 62
Trisha Dunning AM
Introduction 62
Healing 63
Who is a teacher? 64
Attributes of a 'good' teacher 65
Moving from good to exceptional 67
Philosophy of diabetes care and education 67
Factors that influence philosophy 69
Therapeutic relationship 70
Listening 72
Know yourself 72
Wounded healer 74
Reflection 74
Being present in the moment 75
Self-care 75
Summary 76
References 76
6 People Do Not Always Speak the Same Language Even When They Speak the Same Language 78
Trisha Dunning AM
Introduction 78
What is language? 78
Components of language 80
Learning a language 81
The power of language 82
Body language 84
Culture 86
Exchanging information: a complex process 89
Language and attitude change 90
'Voices' 90
Narrative medicine 91
The value of reading fiction 91
Using writing in diabetes care 92
Education materials 94
Winnie the Pooh has the last word 94
References 95
7 Role and Use of Creative Arts in Diabetes Care 98
Jean-Philippe Assal and Tisiana Assal
Introduction 98
Medical identity 98
The four cardinal axes of healthcare delivery 99
Listening to patients and modes of self-expression 101
Promoting creativity 101
Painting as a process of transformation 101
The theatre of lived experience 106
Artistic expression favours communication 106
Two examples 107
Key learning 111
Art and therapeutic education 112
Summary 114
Recommended reading 115
8 Turning Points and Transitions: Crises and Opportunities 117
Trisha Dunning AM
Introduction 117
The seven ages of man 118
Common major life transitions 120
Neutral zone 122
A new beginning 122
Major life transitions 123
Signs a person may be entering or is in a life transition 125
Strategies to help people manage life transitions 125
Building resilience 127
References 131
9 Sharing Stories of the Journey: Peer Education 133
Gretchen A. Piatt, Rhonda Lee, Helen Thomasic, Norma Ryan and Millie Glinsky
Introduction 133
Empathy and sympathy 142
Empathy and social support 142
Empathy and patient relationships 143
References 147
10 Diabetes: A Lifetime of Learning 151
Michelle Robins
Introduction 151
The clinical experience 152
Learning styles 156
Be honest 159
Consistent and correct terminology 159
Simplifying complex concepts into easier to understand concepts 160
Using the individual ' s knowledge and experience 161
'Catchy' phrases 161
Visual aids 162
Asking the right questions 163
Health literacy 164
Group education 166
Educating people with disabilities 169
Being flexible about where diabetes education is delivered 170
Cultural sensitivity and diabetes education 170
Be aware of language 172
Where to start 172
Chapter summary and key points 173
References 174
11 Medicine Self-Management: More than Just Taking Pills 177
Trisha Dunning AM
Introduction 177
Medicine self-management 178
Complementary and alternative medicines and therapies 181
'Compliance': to use or not to use, that is the question 183
People with diabetes' perspective 184
HPs, especially prescribers and educators perspectives 186
Carers, particularly family members 186
Extent of non-compliance 187
Is there a relationship between medicine compliance and optimal health outcomes? 188
Factors that influence medicine compliance 190
How is compliance assessed/measured? 190
Quality use of medicines 194
QUM, diabetes educators and medicine management 194
Summary 196
References 197
12 The Advance of Health Information Technology: Travelling the Internet Superhighway 200
Kari Harno
Introduction 200
Internet and networks 200
Diabetes education 202
Diabetes management tools 205
Personal health tools and self-care 207
Summary 211
References 212
13 Leadership-Know Yourself: Influence Others 215
Trisha Dunning AM
Introduction 215
Leadership: a brief historical perspective 216
What is leadership and what/who is a leader? 218
Leader functions 220
Leadership philosophies, theories and models 220
Leadership styles 221
Leadership competencies and attributes 221
Leadership education and care of people with diabetes 224
Leadership in diabetes clinical care 225
Leadership in diabetes education 225
Leadership in diabetes research 225
What do diabetes educators think about leadership? 227
How can we grow diabetes education leaders? 228
Summary 229
Acknowledgements 230
References 230
Appendix 232
Index 235
Foreword xiii
Preface xvii
Acknowledgements xxi
List of Tables, Figures and Boxes xxiii
List of Abbreviations xxvii
1 Brief Overview of Diabetes, the Disease 1
Trisha Dunning AM
Introduction 1
Overview of diabetes 1
Prevalence of diabetes 2
Overview of normal glucose homeostasis 2
Signs and symptoms of diabetes 3
Diabetes management and management aims 7
Long-term diabetes complications 8
Summary 9
References 9
2 The Journey of the Person with Diabetes 12
Jane Speight and Harsimran Singh
Introduction 12
Psychological factors: the role of beliefs and attitudes 14
Psychological factors: emotional reactions to diabetes 19
Social factors: influence of personal situation 21
Factors that affect illness/wellness behaviours 22
Summary 23
References 24
3 Teaching and Learning: The Art and Science of Making Connections 28
Trisha Dunning AM
Introduction 28
Purpose of diabetes education 29
Principles of learning and teaching 29
Learning theory 31
Laws of learning 32
Knowledge 32
Nudging 34
Learning and the brain 35
Memory 36
Keeping the brain fit: brain training 37
Brain training: mind-body fitness 38
Sleep: vital for learning and memory 39
His brain, her brain 39
Technology 40
Helping people learn: proactive strategies are more effective 41
Summary 46
References 46
4 Making Choices, Setting Goals 49
Timothy Skinner
Introduction 49
Why don ' t people do what is best for them? 50
Self-regulation, goals and values 52
Behaviour-serving goals 53
Limited resources 56
SMARTER 58
Sleep 59
Summary 60
References 61
5 The Teacher: Moving from Good to Exceptional 62
Trisha Dunning AM
Introduction 62
Healing 63
Who is a teacher? 64
Attributes of a 'good' teacher 65
Moving from good to exceptional 67
Philosophy of diabetes care and education 67
Factors that influence philosophy 69
Therapeutic relationship 70
Listening 72
Know yourself 72
Wounded healer 74
Reflection 74
Being present in the moment 75
Self-care 75
Summary 76
References 76
6 People Do Not Always Speak the Same Language Even When They Speak the Same Language 78
Trisha Dunning AM
Introduction 78
What is language? 78
Components of language 80
Learning a language 81
The power of language 82
Body language 84
Culture 86
Exchanging information: a complex process 89
Language and attitude change 90
'Voices' 90
Narrative medicine 91
The value of reading fiction 91
Using writing in diabetes care 92
Education materials 94
Winnie the Pooh has the last word 94
References 95
7 Role and Use of Creative Arts in Diabetes Care 98
Jean-Philippe Assal and Tisiana Assal
Introduction 98
Medical identity 98
The four cardinal axes of healthcare delivery 99
Listening to patients and modes of self-expression 101
Promoting creativity 101
Painting as a process of transformation 101
The theatre of lived experience 106
Artistic expression favours communication 106
Two examples 107
Key learning 111
Art and therapeutic education 112
Summary 114
Recommended reading 115
8 Turning Points and Transitions: Crises and Opportunities 117
Trisha Dunning AM
Introduction 117
The seven ages of man 118
Common major life transitions 120
Neutral zone 122
A new beginning 122
Major life transitions 123
Signs a person may be entering or is in a life transition 125
Strategies to help people manage life transitions 125
Building resilience 127
References 131
9 Sharing Stories of the Journey: Peer Education 133
Gretchen A. Piatt, Rhonda Lee, Helen Thomasic, Norma Ryan and Millie Glinsky
Introduction 133
Empathy and sympathy 142
Empathy and social support 142
Empathy and patient relationships 143
References 147
10 Diabetes: A Lifetime of Learning 151
Michelle Robins
Introduction 151
The clinical experience 152
Learning styles 156
Be honest 159
Consistent and correct terminology 159
Simplifying complex concepts into easier to understand concepts 160
Using the individual ' s knowledge and experience 161
'Catchy' phrases 161
Visual aids 162
Asking the right questions 163
Health literacy 164
Group education 166
Educating people with disabilities 169
Being flexible about where diabetes education is delivered 170
Cultural sensitivity and diabetes education 170
Be aware of language 172
Where to start 172
Chapter summary and key points 173
References 174
11 Medicine Self-Management: More than Just Taking Pills 177
Trisha Dunning AM
Introduction 177
Medicine self-management 178
Complementary and alternative medicines and therapies 181
'Compliance': to use or not to use, that is the question 183
People with diabetes' perspective 184
HPs, especially prescribers and educators perspectives 186
Carers, particularly family members 186
Extent of non-compliance 187
Is there a relationship between medicine compliance and optimal health outcomes? 188
Factors that influence medicine compliance 190
How is compliance assessed/measured? 190
Quality use of medicines 194
QUM, diabetes educators and medicine management 194
Summary 196
References 197
12 The Advance of Health Information Technology: Travelling the Internet Superhighway 200
Kari Harno
Introduction 200
Internet and networks 200
Diabetes education 202
Diabetes management tools 205
Personal health tools and self-care 207
Summary 211
References 212
13 Leadership-Know Yourself: Influence Others 215
Trisha Dunning AM
Introduction 215
Leadership: a brief historical perspective 216
What is leadership and what/who is a leader? 218
Leader functions 220
Leadership philosophies, theories and models 220
Leadership styles 221
Leadership competencies and attributes 221
Leadership education and care of people with diabetes 224
Leadership in diabetes clinical care 225
Leadership in diabetes education 225
Leadership in diabetes research 225
What do diabetes educators think about leadership? 227
How can we grow diabetes education leaders? 228
Summary 229
Acknowledgements 230
References 230
Appendix 232
Index 235