Semester

Summer

Date of Graduation

2024

Document Type

Problem/Project Report

Degree Type

DNP

College

School of Nursing

Department

Not Listed

Committee Chair

Angel Smothers

Committee Co-Chair

Valerie Starcher

Committee Member

Valerie Starcher

Committee Member

Brenna Earnest

Abstract

Introduction/background: Continuous glucose monitor (CGM) is a recommended method of glucose monitoring for patients living with diabetes who are on insulin or experience documented hypoglycemia. CGM is a tool that can improve patient management of diabetes but works best when paired with education to achieve the maximum therapeutic benefits.

Purpose: The purpose of this project was (1) to develop an evidence-based structured CGM education program toolkit for people with diabetes who are ordered CGM, (2) to implement the CGM education toolkit into the Diabetes Self-Management and Education Services (DSMES) program at the project site, (3) to improve patient knowledge about CGM as part of the diabetes treatment plan, and (4) to improve patient self-efficacy through participation in the structured CGM education program.

Intervention(s): A CGM education toolkit was created and implemented. The toolkit included verbal communication education topics in line with clinical practice guideline recommendations and was supplemented with manufacturer produced or other evidence-based resources. Patients attended in person sessions and were educated by a certified diabetes care and education specialist.

Methods: The Chronic Care Model was used to guide the development of the education toolkit. The project was implemented using the Institute for Health Improvement Model for Improvement in a critical access hospital-based outpatient diabetes education program. The plan-do-study-act (PDSA) cycle was used to develop, implement, study, and assess outcomes for the evidence based structured CGM education program.

Results: An evidence-based structured CGM education toolkit was successfully implemented into the DSMES program at the project site. Four patients participated. Though there was no statistical difference in pre-test/post-test CGM knowledge and self-efficacy scores, there were clinically significant improvements in participants for both CGM knowledge and self-efficacy. Valuable anecdotal data about content and implementation was collected.

Conclusions: Though there was no statistically significant difference in knowledge and self-efficacy, participants did demonstrate a clinically significant benefit from the education. Anecdotal data identified that patient comfort level with technology and compatibility of the patient’s phone with CGM software can be a barrier or facilitator to education. Future suggestions for CGM education include collaborating with a research team to create a valid and reliable tool to measure CGM knowledge and self-efficacy. Also, future iterations of the project should try to recruit a larger number of participants.

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