National Standards for DSME/S: 10 standards
| 1. Internal structure. The organizational structure or system that supports self-management education; necessary for sustainability and ongoing self-management education and support. |
| 2. External input. Ensures that providers of DSME will seek input from external stakeholders and experts to promote program quality. |
| 3. Access. A system of assuring periodic reassessment of the population or community receiving self-management education to ensure that identified barriers to education are addressed. |
| 4. Program coordination. The designation of an individual with responsibility for coordinating all aspects of self-management education (even if that person is the solo instructor). |
| 5. Instructional staff. Identifies who can participate in the delivery of self-management education, recognizing the unique skill set of all potential providers of self-management education. |
| 6. Curriculum. A set of written guidelines, including topics, methods, and tools to facilitate education for all people with diabetes; exactly what is taught will be based on patient’s needs, preferences, and readiness. |
| 7. Individualization. Instructor(s) will assess the patient to determine an individualized education and support plan focused on behavior change. |
| 8. Ongoing support. A follow-up plan for ongoing support will be developed by the patient and instructor; communication among the team regarding goals, outcomes, and ongoing needs is essential. |
| 9. Participant progress. Ongoing measurement of patient self-efficacy and success in self-management and achievement of goals; designed to continually assess needed support. |
| 10. Quality improvement. Incorporation of systems to continuously look for ways to evaluate DSME/S effectiveness and to identify areas for improvement. |
| 1. Internal structure. The organizational structure or system that supports self-management education; necessary for sustainability and ongoing self-management education and support. |
| 2. External input. Ensures that providers of DSME will seek input from external stakeholders and experts to promote program quality. |
| 3. Access. A system of assuring periodic reassessment of the population or community receiving self-management education to ensure that identified barriers to education are addressed. |
| 4. Program coordination. The designation of an individual with responsibility for coordinating all aspects of self-management education (even if that person is the solo instructor). |
| 5. Instructional staff. Identifies who can participate in the delivery of self-management education, recognizing the unique skill set of all potential providers of self-management education. |
| 6. Curriculum. A set of written guidelines, including topics, methods, and tools to facilitate education for all people with diabetes; exactly what is taught will be based on patient’s needs, preferences, and readiness. |
| 7. Individualization. Instructor(s) will assess the patient to determine an individualized education and support plan focused on behavior change. |
| 8. Ongoing support. A follow-up plan for ongoing support will be developed by the patient and instructor; communication among the team regarding goals, outcomes, and ongoing needs is essential. |
| 9. Participant progress. Ongoing measurement of patient self-efficacy and success in self-management and achievement of goals; designed to continually assess needed support. |
| 10. Quality improvement. Incorporation of systems to continuously look for ways to evaluate DSME/S effectiveness and to identify areas for improvement. |
Adapted with permission from Haas et al. (35).