The following journal articles come from a variety of sources. Links provided will take you to an article abstract, with options to login or purchase to read the full article.
This is the most current publication of the 2017 National Standards for Diabetes Self-Management Education and Support (DSMES). The standards are revised every five years. The National Standards for DSMES are designed to define quality DSMES and to assist diabetes educators in providing evidence-based education. There are many good models for the provision of diabetes education and support; the standards do not endorse any one approach but rather seek to delineate the commonalities among effective and excellent self-management education strategies. These standards are used in the field for recognition and accreditation.
Beck J, Greenwood D, Blanton L, Bollinger ST, Butcher MK, Condon JE, Cypress M, Faulkner P, Fischl AH, Francis T, Kolb LE, Lavin-Tompkins JM, MacLeod J, Maryniuk M, Mensing C, Orzeck EA, Pope DD, Pulizzi JL, Reed AA, Rhinehart AS, Siminerio L, Wang J, On behalf of the 2017 Standards Revision Task Force.
Diabetes Educ. 2017 Jul 28:43(5):449-464
The AADE model of the National Diabetes Prevention Program (NDPP) entails implementation through nationally certified diabetes self-management education (DSME) programs. This report validates the AADE model by demonstrating that 25 DSME programs implementing this NDPP model achieved weight loss criteria and other requirements of the Centers for Disease Control and Prevention's (CDC's) Diabetes Prevention and Recognition Program over a three-year period.
DiBenedetto JC, Blum NM, O'Brian CA, Kolb LE, Lipman RD.
Diabetes Educ. 2016 Sep 12. pii: 0145721716668415. [Epub ahead of print]
In a systematic review that included 118 unique interventions, data analysis revealed an average reduction in A1C of 0.57 for persons with type 2 diabetes who received diabetes self-management education (DSME) compared to those who did not; this statistically significant reduction demonstrated that engagement in DSME results in substantial and significant improvements in glycemic control in persons with type 2 diabetes.
Chrvala CA, Sherr D, Lipman RD.
Patient Educ Couns. 2016 Jun;99(6):926-43.
Through a survey of faculty members who were currently teaching in a health-related discipline, the students of those faculty members, and nursing students who were members of the National Student Nursing Association, this Perspectives in Practice report provides insights into facilitators and barriers to encouraging future health care professionals to enter the specialty field of diabetes and education.
Dickinson JK, Lipman RD, O'Brian CA.
Diabetes Educ. 2015 Dec;41(6):665-76.
The AADE conducts a National Practice Survey (NPS) biannually to assess current diabetes education practices in the U.S. with the goal of understanding current trends and developments. This report describes and interprets the results of the 2015 NPS. Highlights of he findings from this survey include observations that diabetes educators can be found providing services in primary prevention of diabetes, education and management for those diagnosed with diabetes, prevention of secondary complications, and more complex management of diabetes and it's secondary complications.
Sherr D, Lipman RD.
Diabetes Educ. 2015 Oct;41(5):616-24
The national role delineation study reported here for the BC-ADM examination ensures that it is reflective of the current practice and required knowledge of the advanced diabetes manager.
Schreiner B, Kolb LE, O'Brian CA, Carroll S, Lipman RD.
Diabetes Educ. 2015 Oct;41(5):609-15.
This report provides an algorithm & guidance to HCPs on when to refer patients to diabetes educators and others.
Powers MA, Bardsley J, Cypress M, Duker P, Funnell MM, Hess Fischl AH, Maryniuk MD, Siminerio L, Vivian E.
J Acad Nutr Diet. 2015 Aug;115(8):1323-34.
This report showed that individuals who received health care in a patient-centered medical home and could participate in diabetes self-management education with integrated support valued both activities. The qualitative results from this study suggest need for more formalized exploration of effective means to meet the ongoing support needs of people with diabetes.
Janiszewski D, O'Brian CA, Lipman RD.
Diabetes Educ. 2015 Aug;41(4):466-71
This report explores the advantages and barriers to implementing telephonic support (diabetes self-management support) as a supplement to diabetes self-management education in underserved populations.
Bain TM, Jones ML, O'Brian CA, Lipman R.
J Telemed Telecare. 2015 Jan;21(1):58-60.
This report relates the findings of an analysis conducted by the Centers for Disease Control and Prevention (CDC) that estimated the claim-based proportion of privately insured adults (aged 18-64 years) with newly diagnosed diabetes who participated in Diabetes Self-Management Training (DSMT) during the first year after diagnosis. Findings included the observation that an estimated 6.8% of privately insured, newly diagnosed adults participated in DSMT during the first year after diagnosis of diabetes in 2011-2012. Thus, this report provides evidence that there is a large gap between the recommended DSMT guideline and current practice in the US.
Li R, Shrestha SS, Lipman R, Burrows NR, Kolb LE, Rutledge S; Centers for Disease Control and Prevention (CDC).
MMWR Morb Mortal Wkly Rep. 2014 Nov 21;63(46):1045-9
Diabetes self-management education is a collaborative process through which people with diabetes gain the knowledge and skills needed to modify their behavior and to self-manage successfully the disease and its related conditions. This report relates the multi-faceted role of the diabetes educator in this process.
Burke SD, Sherr D, Lipman RD.
Diabetes Metab Syndr Obes. 2014 Feb 12;7:45-53.
This report concludes that increasing utilization of diabetes education and insight about health care trends can allow diabetes educators to thrive in the workplace of the future. Diabetes educators are urged to promote the evidence concerning the benefits of diabetes education, to work to increase physician referrals, and to acquire needed competencies for the workplace of the future.
Martin AL, Lipman RD.
Diabetes Educ. 2013 Jul-Aug;39(4):436-46.
This report relates the importance of applying diabetes education to individuals with prediabetes as an effective means of controlling the diabetes epidemic.
Sherr D, Lipman RD.
Am J Prev Med. 2013 Apr;44(4 Suppl 4):S390-3
This report recommends that diabetes educators stay abreast of evolving models of care and build relationships with health care providers both within and beyond the diabetes care team as an effective means to reduce the risks of diabetes complications.
Kent D, D'Eramo Melkus G, Stuart PM, McKoy JM, Urbanski P, Boren SA, Coke L, Winters JE, Horsley NL, Sherr D, Lipman R.
Popul Health Manag. 2013 Apr;16(2):74-81.
Results of the 2012 NPS provide evidence that the practice of diabetes education is continuing to adapt to evolving models of health care in the United States by expanding the mix of practitioners providing education, engaging in necessary system support activities, and broadening the range of patients seen to include individuals at risk of developing diabetes.
Martin AL, Warren JP, Lipman RD.
Diabetes Educ. 2013 Sep-Oct;39(5):614-22.
This study found that people with diabetes who attended multiple DSME sessions led by a diabetes educator were more likely to take medications as prescribed, receive guideline recommended care and have lower overall healthcare costs than individuals who did not receive DSME.
Duncan I, Ahmed T, Li QE, Stetson B, Ruggiero L, Burton K, Rosenthal D, Fitzner K.
Diabetes Educ. 2011 Sep-Oct;37(5):638-57.