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-stimulating new book explores the 'how' of diabetes education, rather than the 'what' and the 'why'. Diabetes Education: Art, Science and Evidence will help health care…mehr
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-stimulating new book explores the 'how' of diabetes education, rather than the 'what' and the 'why'. Diabetes Education: Art, Science and Evidence will help health care practitioners teach diabetes effectively from diagnosis and ensure people living with diabetes receive individualised support and information. It will enable 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 * Explores the 'how' of diabetes education, rather than the 'what' and the 'why' * Features short stories, case studies, illustrative quotes, practice points and reflection points throughout * E dited by an internationally renowned expert in the field, with contributions from some of the world's leading diabetes educatorsHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
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
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
Rezensionen
"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)
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