Three Keys to Effective
Diabetes Education
An Interview with Marti Funnell,
CDE, MSN, author of Life with
Diabetes: A Series of Teaching
Outlines (Fifth Edition)
Learning Objectives
At the conclusion of this teleseminar, the learner will be able to:
Describe one change in the diabetes education landscape over
the past 4 years
State and explain three keys to delivering effective diabetes
education with adults
Describe one specific way diabetes educators can incorporate
each of the three keys in their classes or counseling sessions
Devise a specific way to empower own clients
Devise a specific way to incorporate a variety of educational
approaches in the classroom setting
State one piece of research on adult learning
Stimulate participant dialogue on longer-term diabetes selfmanagement.
(c) 2014 Skelly Skills
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Life with Diabetes: Background
Why did Marti write the book?
21 Session Outlines on all aspects of DSM
ConceptDetailInstructor’s Notes format
(allows for specific dialogue/prompts and
activity ideas)
Handouts and visuals for each session all
provided
Designed for adults with Type 1 and Type 2
diabetes, but can be adapted for younger people
or those with special needs
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Keys to Effective Diabetes
Education

Key 1: Make it about them!
“Diabetes is self-managed and I am the self”
Research on adult learning shows adults are problemoriented and motivated to learn to the extent it helps
them solve their real-life problems.
Ask the Expert format gives clients the ability to identify
problems in their help drive session content
Educators must create a client-focused philosophy and
incorporate it in their DSME classes
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Key 1: Make it about them: Examples
Tip: use the word ‘you’ in questions you ask the class:
Example: After having participants create a meal using
the plate method, ask: “What do you think of this plate of
food? Does using the plate method appeal to you? How
do you think it would work for you? Are there strategies
you could use to make it easier?” (page 72)
Example: After a discussion about blood glucose
monitoring, ask: “What have you learned by monitoring
after meals?” (page 40)
Example: After reviewing the basics of meal planning and
food selection, ask: “How do you get the support you
need from others? How do you let people know they are
being helpful, but it does not feel supportive to you: for
example, when they are being the ‘diabetes police’?”
(page 41)
(c) 2014 Skelly Skills
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Keys to Effective Diabetes
Education
Key 2: Empower Your Patients
DSM requires education and ongoing support
Behavior change strategies are essential
We are swim instructors not lifeguards!
It’s not possible to get another person to
change
You can’t motivate your patients because they
are already motivated!
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Key 2: Empower Your Patients: Examples
Tip: Seize every opportunity to have your patients
problem-solve:
Example: After a discussion on getting social support to
manage your diabetes, have participants work on
assertiveness skills, using ‘I’ statements and asking for
support (page 314).
Example: Ask participants to set a diabetes-related goal
(“experiment”) and commit, either written or verbally, to
carry out the behavior change. (page 142)
How else can you as facilitator help to empower your
patients?
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Keys to Effective Diabetes Education
Key 3: Use a variety of educational
techniques
Research on adult learning shows people have a variety
of learning styles.
Different learning styles can be addressed this by using a
variety of teaching styles
Ways to address this:
– Use visuals—handouts and other pictures/imagery
– Activities and small group problem-solving—Research shows client
participation and collaboration produce better results
– Use of self-directed learning (“behavioral experiments”) inbetween classes
– Studies show education that incorporates the behavioral and
affective aspect of diabetes produce better outcomes
DSM involves trial and error and is NOT easy!
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Key 3: Use a Variety of Educational
Techniques: Examples
Tip: For each class or session, have at least 3 different
kinds of educational approaches planned
Example: for a class on The Basics of Meal Planning:
– Provide a large visual of a food label (page 57)
– Ask participants to keep a food diary during the upcoming week,
and provide them a food diary log to use and sample food diary
(pages 61-62)
– Break class into smaller groups to brainstorm ways to eat less
food to help control blood glucose and weight (page 40)
What other educational techniques could you use to
address the variety of learning styles and educational
levels of your group?
(c) 2014 Skelly Skills
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Key 3: Use a Variety of Educational
Techniques: Food Diary Example
(c) 2014 Skelly Skills
(c) 2014 American Diabetes Association. Used with permission.
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Benefits of Group vs. One-onOne Diabetes Education
Harness the energy, experience and ideas of the
group
Group members can help support each other
Educator’s role often becomes that of group
facilitator—helping group members to identify
and solve problems that challenge their diabetes
self-management efforts
(c) 2014 Skelly Skills
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Coming Soon--DSMS
Class has just ended—how can we continue to help our
clients over the longer-term?
Diabetes Self-Management Support (DSMS):
Increasing focus of ADA and DSME—research shows
participants’ gains tend to wane after about 6 months
Life with Diabetes Content Session: “Diabetes Self-
Management”
– Facilitator NOT educator! (page 467)
– Practical, experiential, problem-oriented (pages 468-469)
Marti’s thoughts—how do you do this? How do you
define success with your class?
(c) 2014 Skelly Skills
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Question & Answer
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For Your Continued Learning:
Educating Your Diabetes Clients
 Life
with Diabetes: A Series of
Teaching Outlines (42 CPEs)
 Available
at
http://www.skellypublishing.com
/Life_with_Diabetes_CPE_Progra
m_p/life-01.htm
(c) 2014 Skelly Skills
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Thank You!
 Thanks for joining us!
 We welcome your feedback—what
topics are
helpful for you in becoming a better diabetes
educator and practitioner?
(c) 2014 Skelly Skills
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