Supporting a new culture of innovative collaboration for diabetes services redesign through a bespoke professional education programme for primary care practitioners

P W Holdich, M Freeman, W Gillibrand, V Newton, J Oldroyd

Research output: Contribution to journalMeeting Abstract

13 Citations (Scopus)

Abstract

Aim: Professional education is one of the key requirements of a new diabetes service. To facilitate this, a bespoke university work-based learning programme was developed following a primary care training needs analysis. Methods: Four teaching modules - injectable therapy initiation, injectable therapy management, foot screening and caring for people with Type 2 diabetes - were developed by the University of Huddersfield in collaboration with local specialist diabetes teams. The University hosts the training and provides the infrastructure. A work-based learning approach to facilitate education in practice is supported by mentors from specialist services. Assessment of competence is measured against a validated tool and clinical management plans. Results: Nine practitioners attended the initial 'Assessing for and Initiating Injectable TherapiesModule' - six have completed. Nineteen practitioners attended the first'ManagingType 2 Diabetes Programme' and 22 practitioners have attended a 'Managing Injectable Therapies Module' - nine have completed. Ninety practitioners applied for the foot care programme. Thirty-eight practitioners attended two courses and are undergoing podiatry mentorship assessment. Conclusions: Collaborative working to develop bespoke courses ensures a consistent approach which is sensitive to local needs and supports local pathways. Student evaluations of the training programme are positive, particularly mentorship by specialist staff in practice which has fostered a climate of closer collaborative working. Joint working with pharmaceutical partners has assisted in course promotion and post course support. The University has strengthened links with local diabetes services in primary and secondary care, enhancing the opportunity for further collaborative education and research.
Original languageEnglish
Pages (from-to)94-95
Number of pages2
JournalDiabetic Medicine
Volume29
Issue numbers1
DOIs
Publication statusPublished - 1 Mar 2012
EventDiabetes UK Professional Conference 2012 - Scottish Exhibition and Conference Centre (SECC), Glasgow, United Kingdom
Duration: 7 Mar 20129 Mar 2013

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Professional Education
Mentors
Primary Health Care
Injections
Education
Foot
Podiatry
Learning
Secondary Care
Climate
Mental Competency
Type 2 Diabetes Mellitus
Teaching
Therapeutics
Joints
Students
Research
Pharmaceutical Preparations

Cite this

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title = "Supporting a new culture of innovative collaboration for diabetes services redesign through a bespoke professional education programme for primary care practitioners",
abstract = "Aim: Professional education is one of the key requirements of a new diabetes service. To facilitate this, a bespoke university work-based learning programme was developed following a primary care training needs analysis. Methods: Four teaching modules - injectable therapy initiation, injectable therapy management, foot screening and caring for people with Type 2 diabetes - were developed by the University of Huddersfield in collaboration with local specialist diabetes teams. The University hosts the training and provides the infrastructure. A work-based learning approach to facilitate education in practice is supported by mentors from specialist services. Assessment of competence is measured against a validated tool and clinical management plans. Results: Nine practitioners attended the initial 'Assessing for and Initiating Injectable TherapiesModule' - six have completed. Nineteen practitioners attended the first'ManagingType 2 Diabetes Programme' and 22 practitioners have attended a 'Managing Injectable Therapies Module' - nine have completed. Ninety practitioners applied for the foot care programme. Thirty-eight practitioners attended two courses and are undergoing podiatry mentorship assessment. Conclusions: Collaborative working to develop bespoke courses ensures a consistent approach which is sensitive to local needs and supports local pathways. Student evaluations of the training programme are positive, particularly mentorship by specialist staff in practice which has fostered a climate of closer collaborative working. Joint working with pharmaceutical partners has assisted in course promotion and post course support. The University has strengthened links with local diabetes services in primary and secondary care, enhancing the opportunity for further collaborative education and research.",
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Supporting a new culture of innovative collaboration for diabetes services redesign through a bespoke professional education programme for primary care practitioners. / Holdich, P W; Freeman, M; Gillibrand, W; Newton, V; Oldroyd, J.

In: Diabetic Medicine, Vol. 29, No. s1, 01.03.2012, p. 94-95.

Research output: Contribution to journalMeeting Abstract

TY - JOUR

T1 - Supporting a new culture of innovative collaboration for diabetes services redesign through a bespoke professional education programme for primary care practitioners

AU - Holdich, P W

AU - Freeman, M

AU - Gillibrand, W

AU - Newton, V

AU - Oldroyd, J

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N2 - Aim: Professional education is one of the key requirements of a new diabetes service. To facilitate this, a bespoke university work-based learning programme was developed following a primary care training needs analysis. Methods: Four teaching modules - injectable therapy initiation, injectable therapy management, foot screening and caring for people with Type 2 diabetes - were developed by the University of Huddersfield in collaboration with local specialist diabetes teams. The University hosts the training and provides the infrastructure. A work-based learning approach to facilitate education in practice is supported by mentors from specialist services. Assessment of competence is measured against a validated tool and clinical management plans. Results: Nine practitioners attended the initial 'Assessing for and Initiating Injectable TherapiesModule' - six have completed. Nineteen practitioners attended the first'ManagingType 2 Diabetes Programme' and 22 practitioners have attended a 'Managing Injectable Therapies Module' - nine have completed. Ninety practitioners applied for the foot care programme. Thirty-eight practitioners attended two courses and are undergoing podiatry mentorship assessment. Conclusions: Collaborative working to develop bespoke courses ensures a consistent approach which is sensitive to local needs and supports local pathways. Student evaluations of the training programme are positive, particularly mentorship by specialist staff in practice which has fostered a climate of closer collaborative working. Joint working with pharmaceutical partners has assisted in course promotion and post course support. The University has strengthened links with local diabetes services in primary and secondary care, enhancing the opportunity for further collaborative education and research.

AB - Aim: Professional education is one of the key requirements of a new diabetes service. To facilitate this, a bespoke university work-based learning programme was developed following a primary care training needs analysis. Methods: Four teaching modules - injectable therapy initiation, injectable therapy management, foot screening and caring for people with Type 2 diabetes - were developed by the University of Huddersfield in collaboration with local specialist diabetes teams. The University hosts the training and provides the infrastructure. A work-based learning approach to facilitate education in practice is supported by mentors from specialist services. Assessment of competence is measured against a validated tool and clinical management plans. Results: Nine practitioners attended the initial 'Assessing for and Initiating Injectable TherapiesModule' - six have completed. Nineteen practitioners attended the first'ManagingType 2 Diabetes Programme' and 22 practitioners have attended a 'Managing Injectable Therapies Module' - nine have completed. Ninety practitioners applied for the foot care programme. Thirty-eight practitioners attended two courses and are undergoing podiatry mentorship assessment. Conclusions: Collaborative working to develop bespoke courses ensures a consistent approach which is sensitive to local needs and supports local pathways. Student evaluations of the training programme are positive, particularly mentorship by specialist staff in practice which has fostered a climate of closer collaborative working. Joint working with pharmaceutical partners has assisted in course promotion and post course support. The University has strengthened links with local diabetes services in primary and secondary care, enhancing the opportunity for further collaborative education and research.

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KW - learning

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KW - non insulin dependent diabetes mellitus

KW - physician

KW - podiatry

KW - primary medical care

KW - screening

KW - student

KW - teacher

KW - teaching

KW - therapy

KW - university

KW - vocational education

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U2 - 10.1111/j.1464-5491.2011.03555_2.x

DO - 10.1111/j.1464-5491.2011.03555_2.x

M3 - Meeting Abstract

VL - 29

SP - 94

EP - 95

JO - Diabetic Medicine

JF - Diabetic Medicine

SN - 0742-3071

IS - s1

ER -