Diabetes Education Program Evaluation
In 2006, the seventh leading cause of death in USA was diabetes which approximated to 233,600 deaths (Bethsaida, 2008). In 2008, the world had 23.6 million people with diabetes of which 17.9 million were treated while as many as 5.7 million did not know they had the disease (Bethsaida, 2008). There is therefore a need for a diabetes education program that can be used to create awareness, educate, diagnose and treat diabetes.The importance of a diabetes educational program cannot therefore be underscored as it is critical in enhancing diabetes management and achieving reduction in mortality and morbidity from diabetes. Critically, the aim of this diabetes evaluation program is to improve diabetes therapy, promoting early detection and deterrence.
Guidelines for the program implementation and evaluation
Four core principles will guide this DEP activity in planning, implementation and evaluation as well. This program borrows from the methodologies applied by the National Cholesterol Education Program, and the National High Blood Pressure Education Program, which have been in use over 3 decades and have proved to be effective (Office of Cancer Communications , 2002).
The first principle used is that scientific evidence is a prerequisite for guiding the program including clinical, epidemiologic as well as validation studies. Scientific evidence indicates that many ailments and deaths linked to diabetes and its complications can be deterred through assertive diagnosis with physical activities, diets as well as pharmacological methods that may be useful in normalizing blood pressure, lipids and blood glucose levels (National Diabetes Educational Program, 2007). Evidence informs that the type 2 diabetes can be averted or lagged by means of enhancing regular physical exercises and reasonable weight loss ( knower et, al. 2002). This Diabetes Evaluation Program will interpret this scientific knowledge of diabetes treatment and prevention into patient, public and professional messages and materials, awareness campaigns and community intervention tool kits. Dissemination will be done through publications, newsletters, and websites and through stakeholders.
The second guide for this program will be to involve various stakeholder organizations so as to achieve the critical aims of the program. Partners are critical in aiding to disseminate educational messages through a variety of platforms that may include and not limited to mass media campaigns and other educational channels. Stakeholders are also important in offering guidance on how to develop messages that are appropriate for education and promotional campaigns levels (National Diabetes Educational Program, 2007).
The third guideline is that effective communication techniques will be used in order to reach target populations. Essentially, this program will apply effective strategies of communication and a vast range of resources to support major public educational campaigns for the program. These include brochures, pub service advertising, and tip sheets, and community outreach programs among others (knower et al., 2002).
In this program, the fourth principle is that evaluation will be an integral part of Diabetes Education Program planning and implementation. Further, the program is part of the iterative process of refining and refining program activities. Evidence suggests that incorporating evaluation as part of planning and implementation is important as it is comprehensive
The fourth principle is that evaluation is a compulsory is an integral component of the program’s planning and implementation and is used as part of an iterative process of re-planning and refining program activities (Office of Cancer Communications, 2002). Having evaluation as part and parcel of the program from initiation to implementation is important as it enhances a comprehensive evaluation in the entire process. Findings of evaluation are essential in pinpointing areas needing correction both short and long term. This plan makes it easy to determine progress on outcomes through measuring healthcare provider awareness, attitudes, knowledge, changes in consumer awareness and even behaviors on prevention and control of diabetes.
Basis of DEP Evaluation
This program will base its evaluation on the model of evaluation in public health known as “Framework for Program Evaluation in Public Health” (National Diabetics Educational program, 2001). Using this framework of evaluation is important as it will ensure that the program remains committed to attaining measurable deliverables.
The framework for