Document Type : Original Article
Authors
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
Abstract
BACKGROUND: Limited research has been conducted in the field of diabetes educator’s competency.
However, no comprehensive and integrated explanations of educator’s competence requirements
in treatment centers exist in Iran. The aim of this study is to explain the components of diabetes
educator’s competence in diabetes self‑management education in Iran.
MATERIALS AND METHODS: This was a qualitative descriptive‑exploratory study. The data were
collected through semi‑structured and in‑depth interviews and using purposeful sampling method
in Isfahan University of medical science from April to October 2018. Sampling continued until data
saturation. Participants included 20 people who were selected by purposive and snowball sampling
method. 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 and
family centered education, (2) process‑based education, and (3) continuous progress in profession
and also seven subcategories (patient and family activation, empower), facilitating educational
process, comprehensive education assessment, development, implementation and evaluation of
educational plans, developing educators’ educational knowledge and skills, development of creativity
and innovation, promote inter‑professional cooperation in education.
CONCLUSION: The evaluation of facilitation factors for participation and empowerment patient and
family along with creativity and interprofessional collaboration for comprehensive evaluation of patients
in designing, implementation of educational programs were mentioned as important competencies
of diabetes educators, which can have a significant impact on patients’ recovery, treatment, and the
promotion of society’s health.
Keywords
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