Preparing Australian diabetes educators for practice: workforce perceptions of the credentialling pathway
Abstract The Australian Credentialled Diabetes Educator (CDE) registered trademark signifies quality care and education to those with diabetes. A review of the Australian Diabetes Educators Association (ADEA) CDE pathway was undertaken to ensure the quality of the CDE credential. The purpose of this...
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BMC
2025-01-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-024-06620-7 |
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| author | Danielle Cooper Virginia Hagger Rachel McKeown Sheri L. Cooper |
| author_facet | Danielle Cooper Virginia Hagger Rachel McKeown Sheri L. Cooper |
| author_sort | Danielle Cooper |
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| description | Abstract The Australian Credentialled Diabetes Educator (CDE) registered trademark signifies quality care and education to those with diabetes. A review of the Australian Diabetes Educators Association (ADEA) CDE pathway was undertaken to ensure the quality of the CDE credential. The purpose of this study was to examine perceptions of the diabetes education workforce on the current pathway for educating and qualifying CDEs for practice. Stakeholders (e.g. CDEs, students, supervisors, course coordinators) were invited via the ADEA email, e-newsletter and Facebook to complete a 34-item online survey exploring their perceptions of the pathway, focusing on the requisite graduate certificate and subsequent credentialling requirements. Most (80%) of the 319 respondents were CDEs, 15% were CDEs in training and 12% were supervisors or employers. Half of participants (46%) indicated that graduate certificate course alumni were somewhat or very unprepared to take on the role of a diabetes educator (DE) prior to undertaking credentialling to become a CDE. Seventy-one percent of participants indicated more, and a greater variety, of clinical experiences are necessary within the course. Participants recommended formal assessment of competence within the clinical setting. Fifty-four percent of participants disagreed or were unsure that the subsequent credentialling pathway equips CDEs well for practice, indicating it is too onerous, and supported a more streamlined pathway. Findings highlight the need for education and skills-based training beyond the graduate certificate, and assessment of competence in conducting core diabetes skills to better equip CDEs for their role. |
| format | Article |
| id | doaj-art-2ce4234b4a3d4157b327cf024db8f0fb |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-2ce4234b4a3d4157b327cf024db8f0fb2025-01-12T12:28:19ZengBMCBMC Medical Education1472-69202025-01-012511910.1186/s12909-024-06620-7Preparing Australian diabetes educators for practice: workforce perceptions of the credentialling pathwayDanielle Cooper0Virginia Hagger1Rachel McKeown2Sheri L. Cooper3Australian Diabetes Educators AssociationThe Centre for Quality and Patient Safety Research, School of Nursing and Midwifery, Deakin UniversityAustralian Diabetes Educators AssociationCurtin School of Population Health, Faculty of Health Sciences, Curtin UniversityAbstract The Australian Credentialled Diabetes Educator (CDE) registered trademark signifies quality care and education to those with diabetes. A review of the Australian Diabetes Educators Association (ADEA) CDE pathway was undertaken to ensure the quality of the CDE credential. The purpose of this study was to examine perceptions of the diabetes education workforce on the current pathway for educating and qualifying CDEs for practice. Stakeholders (e.g. CDEs, students, supervisors, course coordinators) were invited via the ADEA email, e-newsletter and Facebook to complete a 34-item online survey exploring their perceptions of the pathway, focusing on the requisite graduate certificate and subsequent credentialling requirements. Most (80%) of the 319 respondents were CDEs, 15% were CDEs in training and 12% were supervisors or employers. Half of participants (46%) indicated that graduate certificate course alumni were somewhat or very unprepared to take on the role of a diabetes educator (DE) prior to undertaking credentialling to become a CDE. Seventy-one percent of participants indicated more, and a greater variety, of clinical experiences are necessary within the course. Participants recommended formal assessment of competence within the clinical setting. Fifty-four percent of participants disagreed or were unsure that the subsequent credentialling pathway equips CDEs well for practice, indicating it is too onerous, and supported a more streamlined pathway. Findings highlight the need for education and skills-based training beyond the graduate certificate, and assessment of competence in conducting core diabetes skills to better equip CDEs for their role.https://doi.org/10.1186/s12909-024-06620-7Diabetes educatorHealth professional educationClinical placementMentoringCredentiallingCompetency assessment |
| spellingShingle | Danielle Cooper Virginia Hagger Rachel McKeown Sheri L. Cooper Preparing Australian diabetes educators for practice: workforce perceptions of the credentialling pathway BMC Medical Education Diabetes educator Health professional education Clinical placement Mentoring Credentialling Competency assessment |
| title | Preparing Australian diabetes educators for practice: workforce perceptions of the credentialling pathway |
| title_full | Preparing Australian diabetes educators for practice: workforce perceptions of the credentialling pathway |
| title_fullStr | Preparing Australian diabetes educators for practice: workforce perceptions of the credentialling pathway |
| title_full_unstemmed | Preparing Australian diabetes educators for practice: workforce perceptions of the credentialling pathway |
| title_short | Preparing Australian diabetes educators for practice: workforce perceptions of the credentialling pathway |
| title_sort | preparing australian diabetes educators for practice workforce perceptions of the credentialling pathway |
| topic | Diabetes educator Health professional education Clinical placement Mentoring Credentialling Competency assessment |
| url | https://doi.org/10.1186/s12909-024-06620-7 |
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