Key definitions
| DSME (35) |
| • The ongoing process of facilitating the knowledge, skill, and ability necessary for diabetes self-care. |
| • This process incorporates the needs, goals, and life experiences of the person with diabetes or prediabetes and is guided by evidence-based research. |
| • The overall objectives of DSME are to support informed decision making, self-care behaviors, problem solving, and active collaboration with the health care team and to improve clinical outcomes, health status, and quality of life. |
| Note: CMS uses the term “training” instead of “education” when defining the reimbursable benefit (DSMT); the authors of this position statement use the term “education” (DSME) as reflected in the National Standards. In the context of this article, the terms have the same meaning. |
| Ongoing DSMS (35) |
| • Activities that assist the person with diabetes in implementing and sustaining the behaviors needed to manage his or her condition on an ongoing basis. |
| • The type of support provided can be behavioral, educational, psychosocial, or clinical. |
| Patient-centered care (69) |
| • Providing care that is respectful of and responsive to individual patient preferences, needs, and values and ensuring that patient values guide all clinical decisions. |
| Shared decision making |
| • Eliciting patient perspectives and priorities and presenting options and information so patients can participate more actively in care. Shared decision making is a key component of patient-centered care (43,77) and has been shown to improve clinical, psychosocial, and behavioral outcomes (78). |
| Diabetes-related distress (29,61) |
| • This refers to the negative emotional responses (overwhelmed, hopeless, and helpless) and perceived burden related to diabetes. |
| CDE (79) |
| • A health professional who has completed a minimum number of hours in clinical diabetes practice, passed the Certification Examination for Diabetes Educators (administered by the National Certification Board for Diabetes Educators [NCBDE]), and has responsibilities that include the direct provision of diabetes education. |
| BC-ADM (80) |
| • A health care professional who has completed a minimum number of hours in advanced diabetes management, holds a graduate degree, passed the BC-ADM certification exam (administered by the AADE), and has responsibilities of an increased complexity of decision making related to diabetes management and education. |
| DSME (35) |
| • The ongoing process of facilitating the knowledge, skill, and ability necessary for diabetes self-care. |
| • This process incorporates the needs, goals, and life experiences of the person with diabetes or prediabetes and is guided by evidence-based research. |
| • The overall objectives of DSME are to support informed decision making, self-care behaviors, problem solving, and active collaboration with the health care team and to improve clinical outcomes, health status, and quality of life. |
| Note: CMS uses the term “training” instead of “education” when defining the reimbursable benefit (DSMT); the authors of this position statement use the term “education” (DSME) as reflected in the National Standards. In the context of this article, the terms have the same meaning. |
| Ongoing DSMS (35) |
| • Activities that assist the person with diabetes in implementing and sustaining the behaviors needed to manage his or her condition on an ongoing basis. |
| • The type of support provided can be behavioral, educational, psychosocial, or clinical. |
| Patient-centered care (69) |
| • Providing care that is respectful of and responsive to individual patient preferences, needs, and values and ensuring that patient values guide all clinical decisions. |
| Shared decision making |
| • Eliciting patient perspectives and priorities and presenting options and information so patients can participate more actively in care. Shared decision making is a key component of patient-centered care (43,77) and has been shown to improve clinical, psychosocial, and behavioral outcomes (78). |
| Diabetes-related distress (29,61) |
| • This refers to the negative emotional responses (overwhelmed, hopeless, and helpless) and perceived burden related to diabetes. |
| CDE (79) |
| • A health professional who has completed a minimum number of hours in clinical diabetes practice, passed the Certification Examination for Diabetes Educators (administered by the National Certification Board for Diabetes Educators [NCBDE]), and has responsibilities that include the direct provision of diabetes education. |
| BC-ADM (80) |
| • A health care professional who has completed a minimum number of hours in advanced diabetes management, holds a graduate degree, passed the BC-ADM certification exam (administered by the AADE), and has responsibilities of an increased complexity of decision making related to diabetes management and education. |