The components of diabetes educator’s competence in diabetes self‑management education in Iran: A qualitative study
نویسندگان
1 Department of Adult Health Nursing, Nursing and Midwifery Care Research Center, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran Community Health Research Center, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 Department of Adult Health Nursing, Nursing and Midwifery Care Research Center, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran Nursing and Midwifery Sciences Development Research Center, Najafabad Branch Islamic Azad University, Najafabad, Iran
3 Medical Education Research Center, Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran
doi
چکیده
BACKGROUND: Limited research has been conducted in the field of diabetes educator’s competency.However, no comprehensive and integrated explanations of educator’s competence requirementsin treatment centers exist in Iran. The aim of this study is to explain the components of diabeteseducator’s competence in diabetes self‑management education in Iran.MATERIALS AND METHODS: This was a qualitative descriptive‑exploratory study. The data werecollected through semi‑structured and in‑depth interviews and using purposeful sampling methodin Isfahan University of medical science from April to October 2018. Sampling continued until datasaturation. Participants included 20 people who were selected by purposive and snowball samplingmethod. The interviews were analyzed using content analysis method of Graneheim, Lundman.RESULTS: Data analysis resulted in the emergence of three main categories including (1) Patient andfamily centered education, (2) process‑based education, and (3) continuous progress in professionand also seven subcategories (patient and family activation, empower), facilitating educationalprocess, comprehensive education assessment, development, implementation and evaluation ofeducational plans, developing educators’ educational knowledge and skills, development of creativityand innovation, promote inter‑professional cooperation in education.CONCLUSION: The evaluation of facilitation factors for participation and empowerment patient andfamily along with creativity and interprofessional collaboration for comprehensive evaluation of patientsin designing, implementation of educational programs were mentioned as important competenciesof diabetes educators, which can have a significant impact on patients’ recovery, treatment, and thepromotion of society’s health.
