Pub Date : 2019-07-01DOI: 10.1177/2325160319852614
Piel is widely known in San Luis Obispo as the artist who painted the huge “Mozart” in the Cal Poly Theatre. His large portrait of President Lyndon B. Johnson hangs in the Johnson Library in Austin, Texas, and his portraits of Chief Joseph hang in the Nez Perce County Museum in Lewiston, Idaho. A portrait series, titled “From Lincoln to Lenin, first exhibited at Cal Poly in the ’80s was purchased by the Lavignes/Bastille Gallery in Paris.
{"title":"News & Events","authors":"","doi":"10.1177/2325160319852614","DOIUrl":"https://doi.org/10.1177/2325160319852614","url":null,"abstract":"Piel is widely known in San Luis Obispo as the artist who painted the huge “Mozart” in the Cal Poly Theatre. His large portrait of President Lyndon B. Johnson hangs in the Johnson Library in Austin, Texas, and his portraits of Chief Joseph hang in the Nez Perce County Museum in Lewiston, Idaho. A portrait series, titled “From Lincoln to Lenin, first exhibited at Cal Poly in the ’80s was purchased by the Lavignes/Bastille Gallery in Paris.","PeriodicalId":87215,"journal":{"name":"AADE in practice","volume":"7 1","pages":"64 - 65"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2325160319852614","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44813053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.1177/2325160319854078
Teresa L. Pearson
I recently spoke for a group of advanced practitioners, physicians, and diabetes educators. My topic was population health in diabetes and how we all need to work differently. There were good questions during the presentation, and comments during break were positive from all types of participants. I was especially interested in those from diabetes educators. Some written comments were “Fantastic. Great for CDEs to hear and it has inspired me to be more proactive re. quality in my organization.” And, “Your talk was great! I really think we as diabetes educators should be thinking and working more towards population health.” However, a few comments surprised me:
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Pub Date : 2019-07-01DOI: 10.1177/2325160319851744
S. Reece, C. Williams, Victoria Trusty, Ektaa Brahmbhatt
{"title":"Population Health: Integration of Diabetes Educators and Care Coordinators in Addressing Care Gap","authors":"S. Reece, C. Williams, Victoria Trusty, Ektaa Brahmbhatt","doi":"10.1177/2325160319851744","DOIUrl":"https://doi.org/10.1177/2325160319851744","url":null,"abstract":"","PeriodicalId":87215,"journal":{"name":"AADE in practice","volume":"35 1","pages":"24 - 28"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2325160319851744","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65556212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.1177/2325160319854822
D. McCarter, Jana Beckering
{"title":"Population Health: A Patient-Centered DSME Model of Care Incorporating the Triple AIM","authors":"D. McCarter, Jana Beckering","doi":"10.1177/2325160319854822","DOIUrl":"https://doi.org/10.1177/2325160319854822","url":null,"abstract":"","PeriodicalId":87215,"journal":{"name":"AADE in practice","volume":"7 1","pages":"36 - 41"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2325160319854822","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47662408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.1177/2325160319853552
M. Tucker
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Pub Date : 2019-07-01DOI: 10.1177/2325160319851762
Laurie Smith
During late 2020 and throughout 2021, I facilitated a number of online action learning sets in my role as programme director of a business support programme funded by the EU and delivered via a university business school. Pre-COVID, the programme had initially featured a variety of interventions from masterclass-type sessions through to hands-on workshops. The common theme throughout was an emphasis on reflection, peer-topeer learning, community building and developing relationships that would hopefully lead to mutual assistance and potentially collaborative working. This theme of social learning and reflection has underpinned almost all the business support programmes I have been involved in designing and delivering for the small to medium-sized enterprise sector. During the early phases of the programme, I did not include action earning sets, per se, but used coaching and action learning-style small group sessions. When the pandemic hit in early 2020, all our activity was moved online and, initially, took the form of webinartype sessions which were inevitably quite didactive and had only limited space and time for ‘networking’ and peer-to-peer conversations. Action learning sets held online via Microsoft Teams or Zoom were an obvious way of bringing participants together in a much more interactive and dynamic way. These sets provided me with a look into one potential future for action learning. The participants on this programme were all owner-managers of creative and digital SMEs, recruited to join action learning sets as a way of developing their own problem-solving skills, gaining new perspectives, resolving work problems, improving their own confidence as business owners and leaders, and hopefully growing their businesses. I had previously facilitated many sets both online and face-to-face so this was not a new experience for me but it was for all of the set members. I used my experience of online action learning as well as online learning in general to tweak the format of the sets to meet the varying needs of participants. I have found trying to simply replicate a face-to-face session leads to the experience being compromised so tried to design the sessions to be user-friendly and beneficial to participants who were not only new to action learning but also new to spending their lives online (not to mention the global pandemic and associated pressures that had necessitated us meeting online in the first place). Changes to the format included:
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Pub Date : 2019-07-01DOI: 10.1177/2325160319843363
A. McCulloch
Over the course of this 5-part series exploring innovations in diabetes self-management education and support (DSMES) programs, we’ve highlighted educators and administrators who have created new services in the quest to remain relevant, profi table, and eff ective. From fi nding ways to provide more individualized care, to employing unique marketing tactics and patient recruitment strategies, to building patient-focused systems from the ground up, DSMES program providers have changed the way they do business to keep up with the ever-shifting diabetes landscape. In the past few years, we’ve seen a new (and heartening) development—existing DSMES programs are off ering the National Diabetes Prevention Program (DPP), resulting in expanded roles for diabetes educators and contributing to long-term program sustainability. In 2016, the Centers for Medicare and Medicaid Services (CMS) announced that the DPP would be a covered benefi t for Medicare participants. This ruling went into eff ect in April of 2018, and now organizations that have obtained preliminary or full program recognition are eligible to apply for reimbursement. What does this mean for diabetes educators, and what does it look like in practice? In this last installment of the Innovation in DSMES series, we’ll examine the advantages of off ering a DPP through an existing diabetes education program and highlight an organization that is doing it successfully.
{"title":"Developing a Diabetes Prevention Program: Innovation in DSMES Programs, Part 5","authors":"A. McCulloch","doi":"10.1177/2325160319843363","DOIUrl":"https://doi.org/10.1177/2325160319843363","url":null,"abstract":"Over the course of this 5-part series exploring innovations in diabetes self-management education and support (DSMES) programs, we’ve highlighted educators and administrators who have created new services in the quest to remain relevant, profi table, and eff ective. From fi nding ways to provide more individualized care, to employing unique marketing tactics and patient recruitment strategies, to building patient-focused systems from the ground up, DSMES program providers have changed the way they do business to keep up with the ever-shifting diabetes landscape. In the past few years, we’ve seen a new (and heartening) development—existing DSMES programs are off ering the National Diabetes Prevention Program (DPP), resulting in expanded roles for diabetes educators and contributing to long-term program sustainability. In 2016, the Centers for Medicare and Medicaid Services (CMS) announced that the DPP would be a covered benefi t for Medicare participants. This ruling went into eff ect in April of 2018, and now organizations that have obtained preliminary or full program recognition are eligible to apply for reimbursement. What does this mean for diabetes educators, and what does it look like in practice? In this last installment of the Innovation in DSMES series, we’ll examine the advantages of off ering a DPP through an existing diabetes education program and highlight an organization that is doing it successfully.","PeriodicalId":87215,"journal":{"name":"AADE in practice","volume":"7 1","pages":"54 - 56"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2325160319843363","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41883074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.1177/2325160319853769
R. Taft
Intermittent fasting encompasses various diets that cycle between periods of fasting and nonfasting; these diets don’t necessarily specify what to eat but when to eat. They range from fasting for whole days at a time to fasting for a matter of hours during the day. Historically, fasting was inevitable in times when food was not readily available, and many religious philosophies have practiced fasting for centuries; however, cyclically restricting or reducing calories has recently taken off as a popular way to lose weight and improve health outcomes. Although preliminary research shows intermittent fasting may be as effective for weight loss as continuous caloric restriction, more research is needed to determine the long-term effects of intermittent fasting on other pertinent diabetes clinical outcomes. Intermittent fasting is generally grouped into two main categories: whole-day fasting and time-restricted feeding. Both categories range in flexibility of time spent fasting. Whole-day fasting includes regular 24-hour time periods of fasting; the strictest form is alternate-day fasting where 24 hours of fasting are followed by 24 hours of nonfasting continuously. Less strict but similar is the alternate-day modified fasting in which fasting days are allowed the limited consumption of 500 to 600 calories. Probably the most popular type of whole-day fasting is 5:2, 5 days of nonfasting followed by 2 days of fasting or modified fasting allowing 500 to 600 calories. Instead of restricting full days of eating, time-restricted feeding involves fasting during specified hours of the day. Perhaps the most popular type of time-restricted feeding is 16:8, 16 hours of fasting followed by an 8-hour time period of nonfasting. More flexible and strict time restrictions exist such as 12:12 (12 hours fasting, 12 hours nonfasting) and eating 1 meal per day (about 23 hours of fasting). Generally, the idea behind intermittent fasting is to reduce total amount of calories consumed to lose excess weight and benefit from positive health benefits that may come along with weight loss. Intermittent Fasting for Weight Loss: Pros and Cons for People With Diabetes
{"title":"Intermittent Fasting for Weight Loss: Pros and Cons for People With Diabetes","authors":"R. Taft","doi":"10.1177/2325160319853769","DOIUrl":"https://doi.org/10.1177/2325160319853769","url":null,"abstract":"Intermittent fasting encompasses various diets that cycle between periods of fasting and nonfasting; these diets don’t necessarily specify what to eat but when to eat. They range from fasting for whole days at a time to fasting for a matter of hours during the day. Historically, fasting was inevitable in times when food was not readily available, and many religious philosophies have practiced fasting for centuries; however, cyclically restricting or reducing calories has recently taken off as a popular way to lose weight and improve health outcomes. Although preliminary research shows intermittent fasting may be as effective for weight loss as continuous caloric restriction, more research is needed to determine the long-term effects of intermittent fasting on other pertinent diabetes clinical outcomes. Intermittent fasting is generally grouped into two main categories: whole-day fasting and time-restricted feeding. Both categories range in flexibility of time spent fasting. Whole-day fasting includes regular 24-hour time periods of fasting; the strictest form is alternate-day fasting where 24 hours of fasting are followed by 24 hours of nonfasting continuously. Less strict but similar is the alternate-day modified fasting in which fasting days are allowed the limited consumption of 500 to 600 calories. Probably the most popular type of whole-day fasting is 5:2, 5 days of nonfasting followed by 2 days of fasting or modified fasting allowing 500 to 600 calories. Instead of restricting full days of eating, time-restricted feeding involves fasting during specified hours of the day. Perhaps the most popular type of time-restricted feeding is 16:8, 16 hours of fasting followed by an 8-hour time period of nonfasting. More flexible and strict time restrictions exist such as 12:12 (12 hours fasting, 12 hours nonfasting) and eating 1 meal per day (about 23 hours of fasting). Generally, the idea behind intermittent fasting is to reduce total amount of calories consumed to lose excess weight and benefit from positive health benefits that may come along with weight loss. Intermittent Fasting for Weight Loss: Pros and Cons for People With Diabetes","PeriodicalId":87215,"journal":{"name":"AADE in practice","volume":"7 1","pages":"42 - 46"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2325160319853769","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46058440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.1177/2325160319852615
{"title":"Focus on Peer Support","authors":"","doi":"10.1177/2325160319852615","DOIUrl":"https://doi.org/10.1177/2325160319852615","url":null,"abstract":"","PeriodicalId":87215,"journal":{"name":"AADE in practice","volume":"7 1","pages":"60 - 60"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2325160319852615","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43433548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-19DOI: 10.1177/2325160318819431
Kirsten Yehl
Continuous glucose monitoring (CGM) is a powerful diabetes technology tool providing realtime, downloadable glucose data for monitoring and decision making by both clinicians and people with diabetes (PWD), and CGM technology products with an array of options are emerging in the market. The latest AADE practice paper, “The Diabetes Educator Role in Continuous Glucose Monitoring,” reviews GCM and its benefits, noting research that supports significant reductions in hypoglycemia with the use of the tool compared with the use of traditional blood glucose monitoring on its own. Professional CGM and personal CGM are discussed, and tables provide a quick reference guide by device for working with PWD. You’re encouraged to read the full article and see the tables on the AADE web site.
{"title":"AADE Practice Paper in Brief: The Diabetes Educator Role in Continuous Glucose Monitoring","authors":"Kirsten Yehl","doi":"10.1177/2325160318819431","DOIUrl":"https://doi.org/10.1177/2325160318819431","url":null,"abstract":"Continuous glucose monitoring (CGM) is a powerful diabetes technology tool providing realtime, downloadable glucose data for monitoring and decision making by both clinicians and people with diabetes (PWD), and CGM technology products with an array of options are emerging in the market. The latest AADE practice paper, “The Diabetes Educator Role in Continuous Glucose Monitoring,” reviews GCM and its benefits, noting research that supports significant reductions in hypoglycemia with the use of the tool compared with the use of traditional blood glucose monitoring on its own. Professional CGM and personal CGM are discussed, and tables provide a quick reference guide by device for working with PWD. You’re encouraged to read the full article and see the tables on the AADE web site.","PeriodicalId":87215,"journal":{"name":"AADE in practice","volume":"7 1","pages":"32 - 34"},"PeriodicalIF":0.0,"publicationDate":"2019-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2325160318819431","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49614019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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