Diabetes Education and Self-Management for Ongoing and Newly Diagnosed (DESMOND) Program: the adaptation of the Quality Development process in Australia — ASN Events
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  3. Diabetes Education and Self-Management for Ongoing and Newly Diagnosed (DESMOND) Program: the adaptation of the Quality Development process in Australia

Diabetes Education and Self-Management for Ongoing and Newly Diagnosed (DESMOND) Program: the adaptation of the Quality Development process in Australia (#396)

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 one day, systematic self-management education program designed to support people with type 2 diabetes. Educators delivering the program have been trained to utilise Core Educator Behaviours, the achievement and maintenance of which are reviewed by DESMOND quality-development assessors through a rigorous Quality Development (QD) process. The DESMOND QD Framework is key in facilitating and supporting DESMOND Educators to develop their delivery skills and provides tools and guidance to ensure that the curriculum is delivered consistently across centres and between Educators. Assessment of DESMOND Educators has been historically conducted in person, by site visits; however, the geographical nature of the spread of DESMOND program delivery in Australia and New Zealand has required adaptation of the QD process.

Aims: The development and use of remote methods of QD assessment in the implementation of the DESMOND QD process in Australia.

Methods: Educators outside of metropolitan Perth video record DESMOND deliveries, which are then provided to QD assessors for viewing. DESMOND QD assessors view the recording, and use standard assessment tools to measure Educator competencies.  Educators complete Reflection and Action Plan sheets, which allow for self-reflection and peer review of behaviours and skills in delivery. QD assessors use DESMOND Observation Sheets (DOS) to acknowledge observable Educator behaviours and facilitation skills and the DESMOND Observation Tool (DOT) to assess Educator-participant interactions through measurement of ‘talk time’.   

Results: Video recording DESMOND deliveries outside of the metropolitan Perth area has provided an adapted QD assessment mechanism and ensured that Educators delivering DESMOND are meeting the requirements, and maintaining the rigour, of the QD Pathway.

Conclusion: The use of an adapted QD assessment process has enabled DESMOND deliveries outside of metropolitan Perth to be reviewed by DESMOND Australia Assessors and ensured that the QD Pathway is transferable for use in Australia.