Tool for the Assessment of Patient Education in Diabetes in Scotland ...

3. Aims and learningoutcomesThe programme should have an overall aim andobjectives that are expanded and developedthrough each session for which further aimsand learning outcomes should be written. Thelevel of learning and intended outcomes shouldincorporate the learning needs of the participantsand should build on previous knowledge, skills andexperiences of the participants.4. Trained EducatorAll normal Human Resource issues apply aroundthe employment and deployment of staff. All staffhave a job description that meets the Knowledgeand Skills Framework. All staff have a ProfessionalDevelopment Plan through which their ownlearning and developmental needs are identifiedand the meeting of these facilitated. Records areretained by staff and line managers of these and, ifappropriate, Human Resources Departments.There are nationally agreed competencyframeworks for nurses, dietitians and podiatristsworking in diabetes care 5, 6, 7 . The ScottishDiabetes Education Advisory Group recommendsthat these documents are used for the appropriaterecruitment of staff. Prior to delivering any patienteducation, it is essential that the professionalmust have knowledge of diabetes, experienceof working with people with diabetes as well asmeeting the requirements of a trained educator.It is recommended that professionals are mentoredby a more experienced practitioner the first timethat they provide an educational programme.Where mentoring is not possible, professionals areencouraged to maintain a written reflective log ofeach session.The knowledge and skills of a trained educator aredetailed below:1. Write a philosophy of education2. Write aims and learning outcomes3. Identify training and educationalopportunities4. Identify patient and carers learning anddevelopment needs5. Develop an educational session thatengages and supports patients in theirlearning and development6. Deliver an educational session that engagesand supports patients in their learning anddevelopment – including presentation skills,facilitation of learning and development,questioning skills7. Prepare and use PowerPoint slides/slides/overhead/visual resources as part of aneducational session8. Teach a skill e.g. blood glucose monitoring9. Manage learning and development ingroups10. Evaluate the learning of patients after aneducational session11. Improve learning and developmentprovision12. Reflect on, develop and maintain own skillsand practice in learning and development.It is recommended that the Educational Lead, whohas overall responsibility for the programme, isable to demonstrate all the above knowledge andskills (1-12). Those who are involved in deliveringpatient education, but not necessarily involved in1-5 above, are required to demonstrate 6-12 aswell as their understanding and application of thephilosophy to their teaching and adapting theirown teaching styles to meet the philosophy. It isthe responsibility of the Educational Lead to ensurethat only people with the necessary knowledge andskills are involved in delivering patient education.3REVIEWERS’ HANDBOOK FOR ASSESSMENT OF PATIENT EDUCATION IN DIABETES IN SCOTLAND (APEDS)