'Educator talk' and patient change: Some insights from the DESMOND (Diabetes Education and Self Management for Ongoing and Newly Diagnosed) randomized controlled trial

Research output: Contribution to journalJournal articleResearchpeer-review

Standard

'Educator talk' and patient change : Some insights from the DESMOND (Diabetes Education and Self Management for Ongoing and Newly Diagnosed) randomized controlled trial. / Skinner, T. C.; Carey, M. E.; Cradock, S.; Dallosso, H. M.; Daly, H.; Davies, M. J.; Doherty, Y.; Heller, S.; Khunti, K.; Oliver, L.

In: Diabetic Medicine, Vol. 25, No. 9, 01.09.2008, p. 1117-1120.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Skinner, TC, Carey, ME, Cradock, S, Dallosso, HM, Daly, H, Davies, MJ, Doherty, Y, Heller, S, Khunti, K & Oliver, L 2008, ''Educator talk' and patient change: Some insights from the DESMOND (Diabetes Education and Self Management for Ongoing and Newly Diagnosed) randomized controlled trial', Diabetic Medicine, vol. 25, no. 9, pp. 1117-1120. https://doi.org/10.1111/j.1464-5491.2008.02492.x

APA

Skinner, T. C., Carey, M. E., Cradock, S., Dallosso, H. M., Daly, H., Davies, M. J., ... Oliver, L. (2008). 'Educator talk' and patient change: Some insights from the DESMOND (Diabetes Education and Self Management for Ongoing and Newly Diagnosed) randomized controlled trial. Diabetic Medicine, 25(9), 1117-1120. https://doi.org/10.1111/j.1464-5491.2008.02492.x

Vancouver

Skinner TC, Carey ME, Cradock S, Dallosso HM, Daly H, Davies MJ et al. 'Educator talk' and patient change: Some insights from the DESMOND (Diabetes Education and Self Management for Ongoing and Newly Diagnosed) randomized controlled trial. Diabetic Medicine. 2008 Sep 1;25(9):1117-1120. https://doi.org/10.1111/j.1464-5491.2008.02492.x

Author

Skinner, T. C. ; Carey, M. E. ; Cradock, S. ; Dallosso, H. M. ; Daly, H. ; Davies, M. J. ; Doherty, Y. ; Heller, S. ; Khunti, K. ; Oliver, L. / 'Educator talk' and patient change : Some insights from the DESMOND (Diabetes Education and Self Management for Ongoing and Newly Diagnosed) randomized controlled trial. In: Diabetic Medicine. 2008 ; Vol. 25, No. 9. pp. 1117-1120.

Bibtex

@article{91824ee38c5a49f6920cd93df0fe0df0,
title = "'Educator talk' and patient change: Some insights from the DESMOND (Diabetes Education and Self Management for Ongoing and Newly Diagnosed) randomized controlled trial",
abstract = "Aims: To determine whether differences in the amount of time educators talk during a self-management education programme relate to the degree of change in participants' reported beliefs about diabetes. Method: Educators trained to be facilitative and non-didactic in their approach were observed delivering the DESMOND self-management programme for individuals newly diagnosed with Type 2 diabetes. Observers used 10-s event coding to estimate the amount of time educators spoke during different sessions in the programme. Facilitative as opposed to didactic delivery was indicated by targets for levels of educator talk set for each session. Targets were based on earlier pilot work. Using the revised Illness Perceptions Questionnaire (IPQ-R) and the Diabetes Illness Representations Questionnaire (DIRQ), participants completed measures of: perceived duration of diabetes (timeline IPQ-R), understanding of diabetes (coherence IPQ-R), personal responsibility for influencing diabetes (personal responsibility IPQ-R), seriousness of diabetes (seriousness DIRQ) and impact on daily life (impact DIRQ), before and after the education programme. Results: Where data from the event coding indicated educators were talking less and meeting targets for being less didactic, a greater change in reported illness beliefs of participants was seen. However, educators struggled to meet targets for most sessions of the programme. Conclusion: The amount of time educators talk in a self-management programme may provide a practical marker for the effectiveness of the education process, with less educator talk denoting a more facilitative/less didactic approach. This finding has informed subsequent improvements to a comprehensive quality development framework, acknowledging that educators need ongoing support to facilitate change to their normal educational style.",
keywords = "Educator training, Evaluation, Quality assurance, Structured education",
author = "Skinner, {T. C.} and Carey, {M. E.} and S. Cradock and Dallosso, {H. M.} and H. Daly and Davies, {M. J.} and Y. Doherty and S. Heller and K. Khunti and L. Oliver",
year = "2008",
month = "9",
day = "1",
doi = "10.1111/j.1464-5491.2008.02492.x",
language = "English",
volume = "25",
pages = "1117--1120",
journal = "Diabetic Medicine Online",
issn = "1464-5491",
publisher = "Wiley-Blackwell",
number = "9",

}

RIS

TY - JOUR

T1 - 'Educator talk' and patient change

T2 - Some insights from the DESMOND (Diabetes Education and Self Management for Ongoing and Newly Diagnosed) randomized controlled trial

AU - Skinner, T. C.

AU - Carey, M. E.

AU - Cradock, S.

AU - Dallosso, H. M.

AU - Daly, H.

AU - Davies, M. J.

AU - Doherty, Y.

AU - Heller, S.

AU - Khunti, K.

AU - Oliver, L.

PY - 2008/9/1

Y1 - 2008/9/1

N2 - Aims: To determine whether differences in the amount of time educators talk during a self-management education programme relate to the degree of change in participants' reported beliefs about diabetes. Method: Educators trained to be facilitative and non-didactic in their approach were observed delivering the DESMOND self-management programme for individuals newly diagnosed with Type 2 diabetes. Observers used 10-s event coding to estimate the amount of time educators spoke during different sessions in the programme. Facilitative as opposed to didactic delivery was indicated by targets for levels of educator talk set for each session. Targets were based on earlier pilot work. Using the revised Illness Perceptions Questionnaire (IPQ-R) and the Diabetes Illness Representations Questionnaire (DIRQ), participants completed measures of: perceived duration of diabetes (timeline IPQ-R), understanding of diabetes (coherence IPQ-R), personal responsibility for influencing diabetes (personal responsibility IPQ-R), seriousness of diabetes (seriousness DIRQ) and impact on daily life (impact DIRQ), before and after the education programme. Results: Where data from the event coding indicated educators were talking less and meeting targets for being less didactic, a greater change in reported illness beliefs of participants was seen. However, educators struggled to meet targets for most sessions of the programme. Conclusion: The amount of time educators talk in a self-management programme may provide a practical marker for the effectiveness of the education process, with less educator talk denoting a more facilitative/less didactic approach. This finding has informed subsequent improvements to a comprehensive quality development framework, acknowledging that educators need ongoing support to facilitate change to their normal educational style.

AB - Aims: To determine whether differences in the amount of time educators talk during a self-management education programme relate to the degree of change in participants' reported beliefs about diabetes. Method: Educators trained to be facilitative and non-didactic in their approach were observed delivering the DESMOND self-management programme for individuals newly diagnosed with Type 2 diabetes. Observers used 10-s event coding to estimate the amount of time educators spoke during different sessions in the programme. Facilitative as opposed to didactic delivery was indicated by targets for levels of educator talk set for each session. Targets were based on earlier pilot work. Using the revised Illness Perceptions Questionnaire (IPQ-R) and the Diabetes Illness Representations Questionnaire (DIRQ), participants completed measures of: perceived duration of diabetes (timeline IPQ-R), understanding of diabetes (coherence IPQ-R), personal responsibility for influencing diabetes (personal responsibility IPQ-R), seriousness of diabetes (seriousness DIRQ) and impact on daily life (impact DIRQ), before and after the education programme. Results: Where data from the event coding indicated educators were talking less and meeting targets for being less didactic, a greater change in reported illness beliefs of participants was seen. However, educators struggled to meet targets for most sessions of the programme. Conclusion: The amount of time educators talk in a self-management programme may provide a practical marker for the effectiveness of the education process, with less educator talk denoting a more facilitative/less didactic approach. This finding has informed subsequent improvements to a comprehensive quality development framework, acknowledging that educators need ongoing support to facilitate change to their normal educational style.

KW - Educator training

KW - Evaluation

KW - Quality assurance

KW - Structured education

UR - http://www.scopus.com/inward/record.url?scp=50649096340&partnerID=8YFLogxK

U2 - 10.1111/j.1464-5491.2008.02492.x

DO - 10.1111/j.1464-5491.2008.02492.x

M3 - Journal article

C2 - 19183318

AN - SCOPUS:50649096340

VL - 25

SP - 1117

EP - 1120

JO - Diabetic Medicine Online

JF - Diabetic Medicine Online

SN - 1464-5491

IS - 9

ER -

ID: 189876069