This column discusses using nursing clinical case conferences to assist with the ongoing development of staff nurses.

BACKGROUND Patient education of self-care is an integral component of nursing care. Promoting self-care is important for patients with diabetes because day-to-day decision making has a tremendous impact on health. PURPOSE To examine diabetes knowledge of nurses working on medical cardiology and cardiovascular surgical intermediate care units. METHODS In this prospective, cross-sectional, correlational study, 90 registered nurses working on medical cardiology and cardiovascular surgical units completed a 20-item survey on diabetes survival skill education. Correlational and comparative statistics were used to analyze data. RESULTS Subjects (N = 90) were more often female (n = 73; 83.0%) and worked full time (n = 76; 84%); mean (SD) RN experience was 5.6 years (SD, 7.6 years). Total mean score on the Diabetes Survival Skills Knowledge Test (DKSST) was 10.4 (SD, 2.6), reflecting 50% mastery of diabetes survival skill content. Test scores were higher in nurses with greater general comfort in teaching patients about diabetes (P =.04), more years of experience as a nurse (P =.004), more years of work at the current workplace (P <.001), and more years in their current work unit (P <.001). By age, nurses in the oldest quartile (> or =37 years) had higher DKSST content area scores in oral glucose-lowering agents (P =.02) and symptom management (P =.01) and had a trend toward higher overall DKSST score (P =.06) and score on blood glucose self-monitoring (P =.06). Sex, formal education level, work commitment, and previous diabetes education were not associated with higher DKSST scores. CONCLUSION Nurse's knowledge and comfort related to diabetes survival skill teaching were low. The strongest correlate of higher DKSST score was length of time as a nurse. Because previous education and other nurse characteristics were not associated with higher test scores, nurse educators and advanced practice nurses must modify education delivery modalities to improve retention of information used in the delivery of patient education about diabetes survival skills.

Diabetes knowledge among hospital nurses is suboptimal. Studies that measured basic diabetes knowledge among nurses in a variety of clinical settings have consistently reported poor understanding of hemoglobin A1C, medication usage and side effects, and self-care diabetes management. Although diabetes is a common diagnosis among hospitalized patients, many nurses report they have never attended an update on diabetes management. To promote advances in glycemic control within the hospital setting, the nursing staff must be better educated in the theoretical framework and clinical practice guidelines for diabetes management. The methods used to promote continuing education in diabetes among staff nurses need to be cost-effective as well as flexible to accommodate work shifts and learning needs. Because many hospitals are facing staff shortages and increased patient acuity, staff development needs may not be a high priority. To be successful, updating diabetes knowledge must be a collaborative effort involving clinical care, research, and education. Mentoring and peer support also are useful methods for improving glycemia in the hospital setting.

The purpose of developing a mock trial was to promote an innovative, engaging, and stimulating program where the learner experiences and demonstrates knowledge related to predetermined objectives for a yearly nursing competency program.

Self-management education is such a critical part of diabetes care that medical treatment without it is considered inadequate. This article discusses the North Carolina Diabetes Education Recognition Program and calls for expansion of this program through local health departments.

INTRODUCTION To assess the diabetes self-management educational (DSME) needs of the Vietnamese diabetic population in the Oklahoma City metropolitan area. METHODS Participants in this explorative study included 50 Vietnamese adults with type 1 or type 2 diabetes recruited from the offices of four primary care physicians in the Oklahoma City metropolitan area. Participants completed a culturally sensitive survey focused on their diabetes history, knowledge and need of DSME, and health beliefs. Responses were evaluated using means and frequency analysis. RESULTS The mean age of participants was 62.7±9.1 years. Over 80% of participants were most comfortable speaking and reading Vietnamese, and 62% had never received a high school diploma. Less than 50% of participants reported ever receiving education regarding diabetic complications, nutrition, desirable glycated hemoglobin values, diabetic medications, daily self-care, risk of smoking, or cardiovascular risk associated with diabetes. More than 80% of participants requested more education in all areas of DSME except smoking risk in diabetes, with all participants requesting delivery of this education in Vietnamese. CONCLUSION DSME is needed and desired in the Vietnamese community of the Oklahoma City metropolitan area. Education should be provided in the Vietnamese language with most targeted to lower literacy levels. Vietnamese diabetes educators should facilitate increased access to DSME knowledge and skills in efforts to improve glycemic control and overall health status for this community.

A descriptive, quasi-experimental design, one-group pretest-posttest method was used to assess perceptions of nurses' knowledge in diabetes care and confidence in teaching diabetes education and to examine the effectiveness of a computer-based learning educational module on nurses' knowledge and confidence related to diabetes. Nurses had a slight improvement in knowledge, skill, and confidence related to diabetes after the computer-based learning intervention, but no statistically significant differences were found.

The management of chronic oedema is a continuing partnership between patient and practitioner and accurate diagnosis and treatment planning are essential to control the condition in order to prevent complications and optimise the patient's quality of life. A paucity of funding, lack of knowledge and confidence on the part of practitioners and widely varying access to services means that many patients face barriers to gaining appropriate treatment. Nurses in many spheres will come across patients with some form of chronic oedema. The following article describes the types and causes of chronic oedema and lymphoedema and explores the use of compression hosiery as one facet in management of the condition. Patient education and the role of the practitioner are also highlighted to develop awareness of the need for adequate preparation of a patient to facilitate concordance and self-management of their condition.

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PURPOSE: To compare 5 years transition of recognition, utilization, and purpose accomplishment in a diabetic eye notebook. METHODS: A questionnaire survey regarding the diabetic eye notebook was conducted with ophthalmologists and physicians in 10 prefectures of 9 areas in 2003 and 2008. RESULTS: The reply ratio of the questionnaire survey was 26% for ophthalmologists and 26% for physicians. The recognition and utilization ratio of diabetic eye notebook was significantly increased. The recognition and utilization ratio of diabetic eye notebooks in physicians was lower than in ophthalmologists. The improvement of cooperation of medical treatment, patients' understanding and consciousness of diabetic eye complications, and counter-measures of dropout by using diabetic eye notebooks have increased, but the significant difference was not. CONCLUSIONS: Although the recognition and utilization of diabetic eye notebooks has increased, there is still insufficient accomplishment of their purpose. There is a need for more elucidation of the importance of these notebooks not only for ophthalmologist but also for physicians and certified diabetes educators.

When planning a simulation scenario, even if adopting prepackaged simulation scenarios, faculty should first conduct a task analysis to guide development of learning objectives and cue critical events. The authors describe a strategy for systematic planning of simulation-based training that incorporates knowledge, skills, and attitudes as defined by the Quality and Safety Education for Nurses (QSEN) initiative. The strategy cues faculty to incorporate activities that target QSEN competencies (patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, informatics, and safety) before, during, and after simulation scenarios.

PURPOSE:: To provide the wound care practitioner with an overview of practical approaches to prevent and treat common peristomal skin conditions. TARGET AUDIENCE:: This continuing education activity is intended for physicians and nurses with an interest in skin and wound care. OBJECTIVES:: After participating in this educational activity, the participant should be better able to:

PURPOSE:: To provide the wound care practitioner with an overview of practical approaches to prevent and treat common peristomal skin conditions. TARGET AUDIENCE:: This continuing education activity is intended for physicians and nurses with an interest in skin and wound care. OBJECTIVES:: After participating in this educational activity, the participant should be better able to:

PURPOSE:: To provide the wound care practitioner with a review of the assessment, prevention, and management of pressure ulcers in pediatric patients with spinal cord injury. TARGET AUDIENCE:: This continuing education activity is intended for physicians and nurses with an interest in skin and wound care. OBJECTIVES:: After reading this article and taking this test, the reader should be able to: