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‘It's an important part, but I am not quite sure that it is working’: educators’ perspectives on the implementation of goal‐setting within the ‘DAFNE’ diabetes structured education programme
Author(s) -
Fredrix M.,
Byrne M.,
Dinneen S.,
McSharry J.
Publication year - 2019
Publication title -
diabetic medicine
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.474
H-Index - 145
eISSN - 1464-5491
pISSN - 0742-3071
DOI - 10.1111/dme.13813
Subject(s) - medicine , thematic analysis , goal setting , medical education , feeling , action plan , self management , nursing , qualitative research , psychology , social psychology , social science , ecology , machine learning , sociology , computer science , biology
Aim To explore educators’ perspectives on the implementation of goal‐setting and action‐planning strategies within a structured diabetes self‐management education programme. Methods Ten semi‐structured interviews were conducted with diabetes self‐management education providers delivering the ‘Dose Adjustment for Normal Eating’ ( DAFNE ) programme to people with Type 1 diabetes throughout Ireland. A pre‐designed topic guide, focused on exploring educators’ experiences of delivery and application and views on usefulness of goal‐setting strategies, was used in all interviews. The interviews were recorded, transcribed and analysed using thematic analysis. Results Five main themes were identified: ‘people need a plan’, discussing perspectives on goal‐setting's value; ‘the power of the group’, highlighting the impact a group format has on goal‐setting practices; ‘diversity and individuality’, discussing differences in DAFNE participants’ and educators’ engagement with goal‐setting; ‘goal‐setting's fit’, exploring perspectives on how well goal‐setting fits within diabetes self‐management education and follow‐up care; and ‘feelings of inadequate psychological knowledge’, addressing challenges experienced in the delivery of goal‐setting components. Conclusion While educators saw benefits in the implementation of goal‐setting and planning strategies within diabetes self‐management education, concerns about how well goal‐setting currently fits within diabetes self‐management education and follow‐up care were evident. Additionally, many educators experienced the delivery of goal‐setting and action‐planning strategies as challenging and would value additional training opportunities.