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  • Diabetes Conversation Maps: Journey To Better Diabetes Education

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    Center for Managing Chronic Disease
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    Diabetes Conversation Maps: Journey to Better Diabetes Education Patria Johnson, MSSW IHA's 12th Annual Health Literacy Conference, Irvine, CA. Diabetes for Life (DFL) is a self-management program aimed at reducing health disparities among African Americans with type II diabetes in Memphis and Shelby County. This project identifies and implements best practice models for evidenced-based chronic disease self-management. Prior to beginning the education sessions, patients were administered a comprehensive survey that covered several domains of behavioral and situational factors related to diabetes self-management, such as: health care utilization, trust in health care provider, self-efficacy and perceived competence for diabetes self-management, resources and supports for diabetes self-management, as well as health-related quality of life. In addition to case management, Participants attended three 2-hour sessions over a 3 week period using one of the three different Conversation Map visuals at each visit. Conversation Map content is based on current clinical practice guidelines that represent the best interventions approaches and national standards for diabetes self-management education (DSME). While the maps are designed to educate participants about some of the basics of diabetes, the sessions allow participants to ask questions about what they are most interested in learning. Participants were instructed in an open forum on making Action Plans to set and reach self-management goals. The CDE facilitator encourages the participants to share stories and dialogue among group participants. Outcomes In preliminary analysis, participants showed statistically significant decreases in average total cholesterol and A1C, the gold standard for assessing diabetes management, over a 12-month timeline. Additionally, a significantly greater percentage of DFL participants reported being more physically active at follow-up than at intake., and the number of times participants had their A1C checked or their feet checked for sores increased significantly from intake to follow-up. Participants were also significantly more likely at follow-up than at intake to say that a doctor had told them that diabetes had affected their eyes or that they had retinopathy., as well as to report having prepared a list of questions for their doctor and asked questions about things they wanted to know and things they didn’t understand about their treatment. Implications This research indicates that conversation maps are effective tools for teaching diabetes self-management to individuals at varying literacy levels, as it can encourage peer-to-per learning and self-efficacy in patients with diabetes, particularly those who are newly diagnosed, or have longer standing diagnoses, but may not understand the serious nature of chronic illness.

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    Diabetes Conversation Maps: Journey to Better Diabetes Education Patria Johnson, MSSW IHA's 12th Annual Health Literacy Conference, Irvine, CA. Diabetes for Life (DFL) is a self-management program aimed at reducing health disparities among African Americans with type II diabetes in Memphis and Shelby County. This project identifies and implements best practice models for evidenced-based chronic disease self-management. Prior to beginning the education sessions, patients were administered a comprehensive survey that covered several domains of behavioral and situational factors related to diabetes self-management, such as: health care utilization, trust in health care provider, self-efficacy and perceived competence for diabetes self-management, resources and supports for diabetes self-management, as well as health-related quality of life. In addition to case management, Participants attended three 2-hour sessions over a 3 week period using one of the three different Conversation Map visuals at each visit. Conversation Map content is based on current clinical practice guidelines that represent the best interventions approaches and national standards for diabetes self-management education (DSME). While the maps are designed to educate participants about some of the basics of diabetes, the sessions allow participants to ask questions about what they are most interested in learning. Participants were instructed in an open forum on making Action Plans to set and reach self-management goals. The CDE facilitator encourages the participants to share stories and dialogue among group participants. Outcomes In preliminary analysis, participants showed statistically significant decreases in average total cholesterol and A1C, the gold standard for assessing diabetes management, over a 12-month timeline. Additionally, a significantly greater percentage of DFL participants reported being more physically active at follow-up than at intake., and the number of times participants had their A1C checked or their feet checked for sores increased significantly from intake to follow-up. Participants were also significantly more likely at follow-up than at intake to say that a doctor had told them that diabetes had affected their eyes or that they had retinopathy., as well as to report having prepared a list of questions for their doctor and asked questions about things they wanted to know and things they didn’t understand about their treatment. Implications This research indicates that conversation maps are effective tools for teaching diabetes self-management to individuals at varying literacy levels, as it can encourage peer-to-per learning and self-efficacy in patients with diabetes, particularly those who are newly diagnosed, or have longer standing diagnoses, but may not understand the serious nature of chronic illness.

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    435 views1 page

    Diabetes Conversation Maps: Journey To Better Diabetes Education

    Uploaded by

    Center for Managing Chronic Disease
    Diabetes Conversation Maps: Journey to Better Diabetes Education Patria Johnson, MSSW IHA's 12th Annual Health Literacy Conference, Irvine, CA. Diabetes for Life (DFL) is a self-management program aimed at reducing health disparities among African Americans with type II diabetes in Memphis and Shelby County. This project identifies and implements best practice models for evidenced-based chronic disease self-management. Prior to beginning the education sessions, patients were administered a comprehensive survey that covered several domains of behavioral and situational factors related to diabetes self-management, such as: health care utilization, trust in health care provider, self-efficacy and perceived competence for diabetes self-management, resources and supports for diabetes self-management, as well as health-related quality of life. In addition to case management, Participants attended three 2-hour sessions over a 3 week period using one of the three different Conversation Map visuals at each visit. Conversation Map content is based on current clinical practice guidelines that represent the best interventions approaches and national standards for diabetes self-management education (DSME). While the maps are designed to educate participants about some of the basics of diabetes, the sessions allow participants to ask questions about what they are most interested in learning. Participants were instructed in an open forum on making Action Plans to set and reach self-management goals. The CDE facilitator encourages the participants to share stories and dialogue among group participants. Outcomes In preliminary analysis, participants showed statistically significant decreases in average total cholesterol and A1C, the gold standard for assessing diabetes management, over a 12-month timeline. Additionally, a significantly greater percentage of DFL participants reported being more physically active at follow-up than at intake., and the number of times participants had their A1C checked or their feet checked for sores increased significantly from intake to follow-up. Participants were also significantly more likely at follow-up than at intake to say that a doctor had told them that diabetes had affected their eyes or that they had retinopathy., as well as to report having prepared a list of questions for their doctor and asked questions about things they wanted to know and things they didn’t understand about their treatment. Implications This research indicates that conversation maps are effective tools for teaching diabetes self-management to individuals at varying literacy levels, as it can encourage peer-to-per learning and self-efficacy in patients with diabetes, particularly those who are newly diagnosed, or have longer standing diagnoses, but may not understand the serious nature of chronic illness.

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    Diabetes Conversation Maps:

    Journey to Better Diabetes Education


    Objective & Approach
    Objective: To address disparities in diabetes by increasing patient knowledge, skill and competence, and self-efcacy related to diabetes self-management. Approach:

    Outcomes & Impact


    Preliminary analysis based on a comparison of baseline and 12-month follow up data from 70 patients provides encouraging results: Clinical Outcomes:
    Participants showed statistically signicant decreases in average total cholesterol and A1C, the gold standard for assessing diabetes management.

    * Difference is statistically signicant at <.05, ** <.01 Behavioral Outcomes:


    A signicantly greater percentage of DFL participants reported being more physically active at follow-up than at intake. The number of times participants had their A1C or feet checked for sores increased signicantly from intake to follow-up.

    Background
    Diabetes for Life (DFL), a project of the Healthy Memphis Common Table and Memphis Healthy Churches, is a self-management program aimed at reducing health disparities among African Americans with Type II diabetes in Memphis and Shelby County. This program is one of ve national sites that constitute The Alliance to Reduce Disparities in Diabetes; a ve-year grant funded initiative of The Merck Foundation.1 Each site is charged with developing a multilevel intervention with patient education as a central component of the strategy. The DFL uses the Diabetes Conversation map as an education tool, which incorporates evidence-based approaches to assist patients with diabetes disease self-management. This project indenties and implements best practice models for evidenced-based chronic disease self-management.

    The U. S. Diabetes Conversation Map education program was created by Healthy Interactions in collaboration with American Diabetes Association and sponsored by Merck and Company.2 Key components to support the learning process: 1) Conversation Map Visual, 2) Conversation Questions, 3) Conversation Cards, 4) Group Interaction, 5) Facilitation, and 6) Action Plan Conversation Map Visuals included in the U. S. Diabetes Conversation Program: 1. On the Road to Better Managing Your Diabetes 2. Monitoring Your Blood Glucose 3. Continuing Your Journey with Diabetes 4. Diabetes and Healthy Eating Class Composition: Group education sessions facilitated by a Certied Diabetes Educator (CDE). Three 2-hour sessions over a 3 week period (one session per week), using one of the rst three different Conversation Map visuals. Diabetes and Healthy Eating, the fourth visual, was conducted the last thirty minutes of each session taught by a Registered and Licensed Dietitian; Participants are instructed in an open forum on making Action Plans to set and reach self-management goals.
    Project Team Dr. Beverly J. Williams-Cleaves, MD Co-Principal Investigator Patria Johnson, MSSW Co-Principal Investigator Sally Brown, Dr.PH Project Evaluator Renee Frazier, CEO Healthy Memphis Common Table Georgia Oliver, MS, RN, Director Memphis Healthy Churches Mae Clayton, RN, CDE Diabetes Educator Wilmetta Neely, R.D., LDN. Registered Dietitian Armika Berkley, BA Lead Case Manager Peg Thorman Hartig, PhD, APN, BC Research Advisor Jeanette Barbee, CHES Fitness Instructor Bobbie Tunstall Administrative Assistant

    Patient-Doctor Relationship:
    Participants were also signicantly more likely at follow-up than at intake to say that a doctor had told them that diabetes had affected their eyes or that they had retinopathy. At follow-up participants were signicantly more likely to report having prepared a list of questions for their doctor and asked questions about things they wanted to know and things they didnt understand about their treatment.

    Outcomes/Impact: Statistically signicant positive changes were found in each of the following scales:
    Resources and Supports for Self-Management (p<.05) Stanford Diabetes Self-Efcacy Scale (p<.001) Trust in Health Care Provider (p<.05) Diabetes Self-Care Activities (p<.05) Perceived Competence for Diabetes ( p<.001)

    Implications for Policy, Delivery or Practice:


    1st: Conversation maps are effective tools for teaching diabetes self-management to individuals at varying literacy levels. 2nd: Diabetes Self Management Education can be very effective when delivered in medical practice settings as well as other community settings 3rd The use Conversation Maps can encourages peer-to-peer learning and self-efcacy in patients with diabetes. 4th Conversation Maps are great education tools for those newly diagnosed with diabetes as well as patients with longer standing diagnoses but who may not understand the serious nature of this chronic illness.

    Target Population
    African American adults 18 years of age and older diagnosed with Type II diabetes for less than 10 years.
    References: 1. Clark, N. M., Brenner, J., Johnson, P., Peek, M., Spoonhunter, H., Walton, J., Dodge, J. & Nelson, B. (2011). Reducing Disparities in Diabetes: The Alliance Model for Health Care Improvements. Diabetes Spectrum, 24(4), 226-230. 2. Merck Pharmaceuticals Journey for Control Program: Conversation Maps process. Available from: http://www.journeyforcontrol.com/journey_for_control/journeyforcontrol/for educators/conversation_maps/ Accessed March 1, 2013.

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