Diabetes Education and Self-Management for Ongoing and Newly Diagnosed (DESMOND) Program: Usefulness and Applications of DESMOND Educator Training — ASN Events
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Diabetes Education and Self-Management for Ongoing and Newly Diagnosed (DESMOND) Program: Usefulness and Applications of DESMOND Educator Training (#395)

Kylie Mahony 1 , Jennifer Sweeting 1 , Susan Stockdale 1 , Helen Mitchell 1 , Deborah Schofield 1 , Timothy Skinner 2
  1. Diabetes WA, Subiaco, WA, Australia
  2. School of Psychological and Clinical Sciences, Charles Darwin University, Darwin, NT, Australia

Background: DESMOND is a unique suite of systematic self-management education programs designed to support people with, or at risk of, type 2 diabetes. During program delivery, DESMOND-trained Educators employ various theoretical perspectives underpinned by philosophical beliefs. To deliver DESMOND, educators must attend DESMOND Core Training (Day-One), which provides the foundation for understanding the philosophies and theories underpinning the program. Educators who wish to deliver modules from the DESMOND suite proceed to module-specific training (Day-Two).  Completion of both training days is the first step in the process of becoming an Accredited DESMOND Educator through a rigorous Quality Development pathway, ensuring ongoing consistency in program delivery.

Aims: To measure the usefulness of training components amongst participants, the acquisition of new skills and aspects of training that participants will implement into practice.

Methods: Since 2011, DESMOND Australia has trained over 140 Health Professionals in metropolitan, regional and remote centres in Western Australia, in Tasmania, the Australian Capital Territory and in New Zealand. In March 2014, Diabetes WA developed a brief, non-validated evaluation tool, with quantitative and qualitative questions, which has been completed by participants at the end of each training day. Participants are asked to rate the usefulness of training components, and provide feedback on new information/skills and their application. Of the 84 participants surveyed, 71 completed the evaluation (85 percent response rate).

Results: Evaluation results show that the majority of participants (89 percent) rated training components on both days as Useful to Very Useful and Agreed to Strongly Agreed that they had acquired new skills that they could implement (94 percent), including more positive educator behaviours such as active listening and using open-ended questions.  The overwhelming majority Strongly agree to Agree that they would recommend the training to others.

Conclusions: Overall, DESMOND Educator training was highly valued and well received by participants.