{"product_id":"diabetes-education-9780470656051","title":"Diabetes Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eDiabetes education is a process, the key to which is establishing a therapeutic relationship with the individual. The overall goal of diabetes education is to enhance the individual's health capability, including their ability to solve problems and apply the learning to self-care. Thus, diabetes education is an interactive process of teaching and learning where information is co-generated. This innovative and thought-provoking new book explores the how' of diabetes education, rather than the what' and the why'.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eDiabetes Education: Art, Science and Evidence\u003c\/i\u003e helps healthcare practitioners teach diabetes effectively from diagnosis onwards and ensure people living with diabetes receive individualised support and information. It enables practitioners and educators to examine and reflect on their practice when managing the person with diabetes. Bringing together all the thinking and experience of the diabetes journey in one text, this book is essential reading for all practi\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"This book should be compulsory reading for all health care professionals involved in teaching people with diabetes how to cope with and adjust to their condition.\" (\u003ci\u003eEuropean Diabetes Nursing\u003c\/i\u003e, 1 December 2012) \u003c\/p\u003e\u003cp\u003e\"In summary, this book is useful for healthcare professionals working with people with diabetes. There are many short stories, case studies and illustrative quotes read.\" (\u003ci\u003eDiabetes Update\u003c\/i\u003e, 1 October 2013)\u003c\/p\u003e \u003cp\u003e\"This book is useful for both beginners and experienced diabetes healthcare professionals. In addition, the messages it portrays are relevant to healthcare professionals working with people with other long-term conditions.\" (\u003ci\u003eJournal of Diabetes Nursing\u003c\/i\u003e, 1 January 2013)\u003c\/p\u003e \u003cp\u003e\"This book should be compulsory reading for all health care professionals involved in teaching people with diabetes how to cope with and adjust to their condition.\" (\u003ci\u003ePractical Diabetes\u003c\/i\u003e, 1 November 2012)\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eList of Contributors xi\u003c\/p\u003e \u003cp\u003eForeword xiii\u003c\/p\u003e \u003cp\u003ePreface xvii\u003c\/p\u003e \u003cp\u003eAcknowledgements xxi\u003c\/p\u003e \u003cp\u003eList of Tables, Figures and Boxes xxiii\u003c\/p\u003e \u003cp\u003eList of Abbreviations xxvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Brief Overview of Diabetes, the Disease 1\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eTrisha Dunning AM\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eOverview of diabetes 1\u003c\/p\u003e \u003cp\u003ePrevalence of diabetes 2\u003c\/p\u003e \u003cp\u003eOverview of normal glucose homeostasis 2\u003c\/p\u003e \u003cp\u003eSigns and symptoms of diabetes 3\u003c\/p\u003e \u003cp\u003eDiabetes management and management aims 7\u003c\/p\u003e \u003cp\u003eLong-term diabetes complications 8\u003c\/p\u003e \u003cp\u003eSummary 9\u003c\/p\u003e \u003cp\u003eReferences 9\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 The Journey of the Person with Diabetes 12\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJane Speight and Harsimran Singh\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 12\u003c\/p\u003e \u003cp\u003ePsychological factors: the role of beliefs and attitudes 14\u003c\/p\u003e \u003cp\u003ePsychological factors: emotional reactions to diabetes 19\u003c\/p\u003e \u003cp\u003eSocial factors: influence of personal situation 21\u003c\/p\u003e \u003cp\u003eFactors that affect illness\/wellness behaviours 22\u003c\/p\u003e \u003cp\u003eSummary 23\u003c\/p\u003e \u003cp\u003eReferences 24\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Teaching and Learning: The Art and Science of Making Connections 28\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eTrisha Dunning AM\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 28\u003c\/p\u003e \u003cp\u003ePurpose of diabetes education 29\u003c\/p\u003e \u003cp\u003ePrinciples of learning and teaching 29\u003c\/p\u003e \u003cp\u003eLearning theory 31\u003c\/p\u003e \u003cp\u003eLaws of learning 32\u003c\/p\u003e \u003cp\u003eKnowledge 32\u003c\/p\u003e \u003cp\u003eNudging 34\u003c\/p\u003e \u003cp\u003eLearning and the brain 35\u003c\/p\u003e \u003cp\u003eMemory 36\u003c\/p\u003e \u003cp\u003eKeeping the brain fit: brain training 37\u003c\/p\u003e \u003cp\u003eBrain training: mind-body fitness 38\u003c\/p\u003e \u003cp\u003eSleep: vital for learning and memory 39\u003c\/p\u003e \u003cp\u003eHis brain, her brain 39\u003c\/p\u003e \u003cp\u003eTechnology 40\u003c\/p\u003e \u003cp\u003eHelping people learn: proactive strategies are more effective 41\u003c\/p\u003e \u003cp\u003eSummary 46\u003c\/p\u003e \u003cp\u003eReferences 46\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Making Choices, Setting Goals 49\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eTimothy Skinner\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 49\u003c\/p\u003e \u003cp\u003eWhy don ’ t people do what is best for them? 50\u003c\/p\u003e \u003cp\u003eSelf-regulation, goals and values 52\u003c\/p\u003e \u003cp\u003eBehaviour-serving goals 53\u003c\/p\u003e \u003cp\u003eLimited resources 56\u003c\/p\u003e \u003cp\u003eSMARTER 58\u003c\/p\u003e \u003cp\u003eSleep 59\u003c\/p\u003e \u003cp\u003eSummary 60\u003c\/p\u003e \u003cp\u003eReferences 61\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 The Teacher: Moving from Good to Exceptional 62\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eTrisha Dunning AM\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 62\u003c\/p\u003e \u003cp\u003eHealing 63\u003c\/p\u003e \u003cp\u003eWho is a teacher? 64\u003c\/p\u003e \u003cp\u003eAttributes of a ‘good’ teacher 65\u003c\/p\u003e \u003cp\u003eMoving from good to exceptional 67\u003c\/p\u003e \u003cp\u003ePhilosophy of diabetes care and education 67\u003c\/p\u003e \u003cp\u003eFactors that influence philosophy 69\u003c\/p\u003e \u003cp\u003eTherapeutic relationship 70\u003c\/p\u003e \u003cp\u003eListening 72\u003c\/p\u003e \u003cp\u003eKnow yourself 72\u003c\/p\u003e \u003cp\u003eWounded healer 74\u003c\/p\u003e \u003cp\u003eReflection 74\u003c\/p\u003e \u003cp\u003eBeing present in the moment 75\u003c\/p\u003e \u003cp\u003eSelf-care 75\u003c\/p\u003e \u003cp\u003eSummary 76\u003c\/p\u003e \u003cp\u003eReferences 76\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 People Do Not Always Speak the Same Language Even When They Speak the Same Language 78\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eTrisha Dunning AM\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 78\u003c\/p\u003e \u003cp\u003eWhat is language? 78\u003c\/p\u003e \u003cp\u003eComponents of language 80\u003c\/p\u003e \u003cp\u003eLearning a language 81\u003c\/p\u003e \u003cp\u003eThe power of language 82\u003c\/p\u003e \u003cp\u003eBody language 84\u003c\/p\u003e \u003cp\u003eCulture 86\u003c\/p\u003e \u003cp\u003eExchanging information: a complex process 89\u003c\/p\u003e \u003cp\u003eLanguage and attitude change 90\u003c\/p\u003e \u003cp\u003e‘Voices’ 90\u003c\/p\u003e \u003cp\u003eNarrative medicine 91\u003c\/p\u003e \u003cp\u003eThe value of reading fiction 91\u003c\/p\u003e \u003cp\u003eUsing writing in diabetes care 92\u003c\/p\u003e \u003cp\u003eEducation materials 94\u003c\/p\u003e \u003cp\u003eWinnie the Pooh has the last word 94\u003c\/p\u003e \u003cp\u003eReferences 95\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Role and Use of Creative Arts in Diabetes Care 98\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJean-Philippe Assal and Tisiana Assal\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 98\u003c\/p\u003e \u003cp\u003eMedical identity 98\u003c\/p\u003e \u003cp\u003eThe four cardinal axes of healthcare delivery 99\u003c\/p\u003e \u003cp\u003eListening to patients and modes of self-expression 101\u003c\/p\u003e \u003cp\u003ePromoting creativity 101\u003c\/p\u003e \u003cp\u003ePainting as a process of transformation 101\u003c\/p\u003e \u003cp\u003eThe theatre of lived experience 106\u003c\/p\u003e \u003cp\u003eArtistic expression favours communication 106\u003c\/p\u003e \u003cp\u003eTwo examples 107\u003c\/p\u003e \u003cp\u003eKey learning 111\u003c\/p\u003e \u003cp\u003eArt and therapeutic education 112\u003c\/p\u003e \u003cp\u003eSummary 114\u003c\/p\u003e \u003cp\u003eRecommended reading 115\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Turning Points and Transitions: Crises and Opportunities 117\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eTrisha Dunning AM\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 117\u003c\/p\u003e \u003cp\u003eThe seven ages of man 118\u003c\/p\u003e \u003cp\u003eCommon major life transitions 120\u003c\/p\u003e \u003cp\u003eNeutral zone 122\u003c\/p\u003e \u003cp\u003eA new beginning 122\u003c\/p\u003e \u003cp\u003eMajor life transitions 123\u003c\/p\u003e \u003cp\u003eSigns a person may be entering or is in a life transition 125\u003c\/p\u003e \u003cp\u003eStrategies to help people manage life transitions 125\u003c\/p\u003e \u003cp\u003eBuilding resilience 127\u003c\/p\u003e \u003cp\u003eReferences 131\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Sharing Stories of the Journey: Peer Education 133\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eGretchen A. Piatt, Rhonda Lee, Helen Thomasic, Norma Ryan and Millie Glinsky\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 133\u003c\/p\u003e \u003cp\u003eEmpathy and sympathy 142\u003c\/p\u003e \u003cp\u003eEmpathy and social support 142\u003c\/p\u003e \u003cp\u003eEmpathy and patient relationships 143\u003c\/p\u003e \u003cp\u003eReferences 147\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Diabetes: A Lifetime of Learning 151\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMichelle Robins\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 151\u003c\/p\u003e \u003cp\u003eThe clinical experience 152\u003c\/p\u003e \u003cp\u003eLearning styles 156\u003c\/p\u003e \u003cp\u003eBe honest 159\u003c\/p\u003e \u003cp\u003eConsistent and correct terminology 159\u003c\/p\u003e \u003cp\u003eSimplifying complex concepts into easier to understand concepts 160\u003c\/p\u003e \u003cp\u003eUsing the individual ’ s knowledge and experience 161\u003c\/p\u003e \u003cp\u003e‘Catchy’ phrases 161\u003c\/p\u003e \u003cp\u003eVisual aids 162\u003c\/p\u003e \u003cp\u003eAsking the right questions 163\u003c\/p\u003e \u003cp\u003eHealth literacy 164\u003c\/p\u003e \u003cp\u003eGroup education 166\u003c\/p\u003e \u003cp\u003eEducating people with disabilities 169\u003c\/p\u003e \u003cp\u003eBeing flexible about where diabetes education is delivered 170\u003c\/p\u003e \u003cp\u003eCultural sensitivity and diabetes education 170\u003c\/p\u003e \u003cp\u003eBe aware of language 172\u003c\/p\u003e \u003cp\u003eWhere to start 172\u003c\/p\u003e \u003cp\u003eChapter summary and key points 173\u003c\/p\u003e \u003cp\u003eReferences 174\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Medicine Self-Management: More than Just Taking Pills 177\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eTrisha Dunning AM\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 177\u003c\/p\u003e \u003cp\u003eMedicine self-management 178\u003c\/p\u003e \u003cp\u003eComplementary and alternative medicines and therapies 181\u003c\/p\u003e \u003cp\u003e‘Compliance’: to use or not to use, that is the question 183\u003c\/p\u003e \u003cp\u003ePeople with diabetes’ perspective 184\u003c\/p\u003e \u003cp\u003eHPs, especially prescribers and educators perspectives 186\u003c\/p\u003e \u003cp\u003eCarers, particularly family members 186\u003c\/p\u003e \u003cp\u003eExtent of non-compliance 187\u003c\/p\u003e \u003cp\u003eIs there a relationship between medicine compliance and optimal health outcomes? 188\u003c\/p\u003e \u003cp\u003eFactors that influence medicine compliance 190\u003c\/p\u003e \u003cp\u003eHow is compliance assessed\/measured? 190\u003c\/p\u003e \u003cp\u003eQuality use of medicines 194\u003c\/p\u003e \u003cp\u003eQUM, diabetes educators and medicine management 194\u003c\/p\u003e \u003cp\u003eSummary 196\u003c\/p\u003e \u003cp\u003eReferences 197\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 The Advance of Health Information Technology: Travelling the Internet Superhighway 200\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eKari Harno\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 200\u003c\/p\u003e \u003cp\u003eInternet and networks 200\u003c\/p\u003e \u003cp\u003eDiabetes education 202\u003c\/p\u003e \u003cp\u003eDiabetes management tools 205\u003c\/p\u003e \u003cp\u003ePersonal health tools and self-care 207\u003c\/p\u003e \u003cp\u003eSummary 211\u003c\/p\u003e \u003cp\u003eReferences 212\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Leadership—Know Yourself: Influence Others 215\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eTrisha Dunning AM\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 215\u003c\/p\u003e \u003cp\u003eLeadership: a brief historical perspective 216\u003c\/p\u003e \u003cp\u003eWhat is leadership and what\/who is a leader? 218\u003c\/p\u003e \u003cp\u003eLeader functions 220\u003c\/p\u003e \u003cp\u003eLeadership philosophies, theories and models 220\u003c\/p\u003e \u003cp\u003eLeadership styles 221\u003c\/p\u003e \u003cp\u003eLeadership competencies and attributes 221\u003c\/p\u003e \u003cp\u003eLeadership education and care of people with diabetes 224\u003c\/p\u003e \u003cp\u003eLeadership in diabetes clinical care 225\u003c\/p\u003e \u003cp\u003eLeadership in diabetes education 225\u003c\/p\u003e \u003cp\u003eLeadership in diabetes research 225\u003c\/p\u003e \u003cp\u003eWhat do diabetes educators think about leadership? 227\u003c\/p\u003e \u003cp\u003eHow can we grow diabetes education leaders? 228\u003c\/p\u003e \u003cp\u003eSummary 229\u003c\/p\u003e \u003cp\u003eAcknowledgements 230\u003c\/p\u003e \u003cp\u003eReferences 230\u003c\/p\u003e \u003cp\u003eAppendix 232\u003c\/p\u003e \u003cp\u003eIndex 235\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49402388939095,"sku":"9780470656051","price":38.9,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780470656051.jpg?v=1730480250","url":"https:\/\/bookcurl.com\/products\/diabetes-education-9780470656051","provider":"Book Curl","version":"1.0","type":"link"}