Nutritional Diabetes Education: More than Just Nutrients

In early 1920s, Joslin emphasized the importance of diabetes education and in the 1970s Miller demonstrated with evidence a link between reduced hospital admissions for ketoacidosis and hypoglycemia and diabetes education [2]. Actually researches suggest knowledge is important, in general, low level of knowledge is associated with unfavorable nutritional behaviors [3]; however, knowledge alone is not enough to encourage people to engage in effective self-care. We must focus on a good therapeutic relationship. Patients with diabetes often fear that disappointing results at their nutritional visit will earn disapproval or judgment, but the most welcome standpoint of the current experts in nutritional diabetes education is to be nonjudgmental and thoroughly supportive of those whom they serve, those with diabetes. Also, encourage diabetes educators to reflect on what they read and what they need to know to develop the courage to really teach, rather than just provide information. It is not just talk about nutrients; the nutritional diabetes education is more complex. A patient who receives the information turns it into knowledge through complicated mental processes and is in control of what they learn and what they do with the information. Thus, an effective nutritional diabetes educator finds ways to develop the skills to ‘sell’ their messages by tailoring them to suit the individual. To do so, the educator must be open to new information sourced from numerous places and must know how to apply the information effectively [4].