Diabetes Education in the Workplace for Improved WellnessAmerican College of EducationED5303 Principles of Human LearningLori KaufmanApril 24, 2021
Annotated BibliographyWake, D. J. (2019). The future of diabetes education. Practical Diabetes, 36(6), 196–200.In an area where most diabetics spend less than 2-hours a year with medical professional,yet help is overstretched, this research article emphasizes the need for diabetes education reformby utilizing alternative approaches. The impact of moving from reactive diabetic care toproactive education is discussed using multidisciplinary methods and medias from face-to-faceinteractions to online communities of learners. A televised goal setting platform was also used,asking participants to change eating behaviors over the summer, showing success stories formotivation. Online platforms proved most useful where participants were encouraged to changebehaviors through individual goal setting, with added personalized education delivered in funand engaging ways, adding in online support communities. Diabetic patients also used “MyDiabetes My Way” as a personalized self-management tool, and data collection. Usingpersonalized data collection of glucose levels and behaviors need to be applied to make correct,relevant and individual health decisions for the patients encouraging immediate behavioralchanges. Unfortunately, these methods were discussed, with little scientific information on thetrue impact of these measures on actual diabetic patients.Akhter, K., Bunn, C., Graffy, J., Donald, S., Ward, C., & Simmons, D. (2017). Empowerment-based education for established type 2 diabetes in rural England. Practical Diabetes, 34(3),83–88. This research introduced the U.S. approach of empowered education with Type 2 Diabeticsin England. In a disease where the care of the patients is primarily self-given, diabetes self-management education (DSME) is imperative. The overall objective of DSME is changed
behavior relating to glucose monitoring, diet and exercise, and weight control. One test groupwas simply given a handout, then the empowered learning group was given the handout andparticipated in the group learning module focusing on the DSME objectives. The learninginvolves interactive tools, utilizing quizzes, group discussion, carbohydrate identification andhands-on lessons. The group learning sessions empowered participants to question previousproblematic advice and myths relating to diabetes. Additionally, peer support and groupconsultations aided in participant education and behavior analysis. This empowerment approachresulted in changes in behavior and improved glucose levels among the control group. To deliverthe empowerment approach, a highly educated nutritionist or nurse is needed, as manyconversations and learnings centered on nutrition and diet. This approach resulted in increased
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