Redefining Diabetes Education
The Application of Experiential Learning Philosophy to the Traditional Health Education Paradigm Jen Hanson, MEd, BEd, RKin, OCT Connected in Motion, Toronto, Ontario, Canada
Background Diabetes education is a fundamental component of chronic illness therapy, largely focused on selfmanagement behaviour modification. Unfortunately, the processes of education and the application of effective, age-appropriate, engaging teaching practices are often absent within the clinical education setting. This is especially true within transition and young adultcare clinics; a time when nearly 1/3 of patients disengage with their diabetes healthcare teams.
Objectives The present project investigates a redefined diabetes education paradigm with a focus on the process of education as a key driver for success among patients with diabetes. Specifically, it examines the role that experiential learning philosophy plays in the achievement of specific health outcomes for both patients and healthcare professionals. The key area of focus is on care and education practices for patients immediately following their transition from the paediatric care system.
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Experiential Diabetes Education The process of learning diabetes management strategies (physical, social, emotional) through inductive, activity-oriented experience. (See Experiential Learning Theory: Kolb, 1984)
Concrete Experience doing/having an experience
Active Experimentation planning/trying out what you have learned
Reflective Observation
reviewing/reflecting on the experience
Abstract Conceptualization
concluding/learning from the experience
Connected in Motion (CIM), a non-profit organization serving adults with Type 1 diabetes, has been hosting outdoor adventure and physical activity based experiential diabetes education programs in Canada since 2009. The programs provide non-clinical alternative diabetes education to an underserved population of adults with Type 1 diabetes within Canada and the United States. CIM aims to gain an understanding of the process by which outdoor adventure and physical activity participation provide opportunity for personal growth and greater quality of life for individuals living with Type 1 diabetes. In addition, the organization seeks to evaluate how groups such as CIM may provide these experiences.
Methods The experiential learning philosophy has been implemented in the non-clinical diabetes education practices by the Canadian charity and diabetes education group, Connected in Motion, since 2008. Through the application of the experiential learning cycle, patients are able to apply the lessons learned in traditional clinical settings to their regular daily activities. Safe and supportive environments are created to provide patients with concrete experiences.
outcomes
Participation in experiential diabetes education programs has led to:
• • •
Greater patient engagement with healthcare teams
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Overall improved quality of life
Feelings of empowerment as a patient Greater perceived diabetes self-management selfefficacy
words from participants
“I can't begin to describe the appreciation I have for the Connected in Motion crew. We are creating a community of type 1 diabetics who can build off each other to achieve goals and dreams previously inconceivable.” “I'm excited to get outside more and continue doing the things I love without letting diabetes limit me. I'm no longer alone on this journey. I have made many friends that are in the same situation I am, and we can share our experiences, stories, and tips for managing diabetes while this pursuing our interests.”