AUSTRALIAN DIABETES EDUCATORS ASSOCIATION
Initial Credentialling Points Guide

The Credentialling Points Guide provides an overview of the four (4) compulsory
categories for initial credentialling and how the required Credentialling Points (CPs) can
be achieved.

The professional development categories have been developed to address the ADEA
National Core Competencies for Credentialled Diabetes Educators.

Record all you professional activities over the 12 months preceding your application on
the Professional Development Record for Credentialling and forward a copy first to your
referee, and then as part of submitting your completed application to the Credentialling
Officer at the ADEA National Office.

Diabetes educators must achieve the minimum CPs for each category and a total of 50
CPs for the 12 months preceding their application.

Inquiries regarding initial credentialling may be directed to the relevant ADEA Branch

Representative on the ADEA Credentialling Committee or the Credentialling Officer at the
ADEA National Office.
Credentialling Program Professional Development Categories
1. Continuing Education
2. Professional & Community Involvement
3. Professional Responsibility & Accountability Quality Improvement
Compulsory
4. Mentoring
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Australian Diabetes Educators Association
PO BOX 163 Woden ACT 2606
Phone 02 6287 4822 Fax 02 6287 4877 Email [email protected]
AUSTRALIAN DIABETES EDUCATORS ASSOCIATION
Initial Credentialling Points Guide
Category 1. Continuing Education (Compulsory)
CPs
Minimum number of CPs = 16 per year
ADEA National Conference – 3 days
ADEA State Conference – 1 day
24
8
Pre-conference workshop
Employment -related conference – e.g. Infection Control, Nurse Practitioner, CPR,
Wound Management
8 per day
OR
4 per half day
Workshops – topics must be relevant to educators work practice e.g. Psychology,
Wound
Management, CPR, Infection Control, Ethics, Management, Computers & Information
Technology, company sponsored workshops or seminars
1 per hour
Grand-rounds/Case conferences – attend grand-round/case conference
1
Journal Clubs – brief review of journals discussed must be provided
1
Video or Audio tapes of conferences or meetings
1 per hour
Post-graduate Study – per unit or equivalent successfully completed (Please Note:
Credentialling Points cannot be claimed for a Graduate Certificate in Diabetes
Education)
8
Literature search/Review of Journal Articles – provide summary of papers or outline
the purpose of the search or review
1 per hour
Self directed study – an area of informal learning related to personal learning goals
e.g. updating computer skills, learning to use internet
Max. 2
per year
e-learning (Please note ADEA Home Study Program has specific CPs per module)
1 per hour
OR
as stated
2
Australian Diabetes Educators Association
PO BOX 163 Woden ACT 2606
Phone 02 6287 4822 Fax 02 6287 4877 Email [email protected]
AUSTRALIAN DIABETES EDUCATORS ASSOCIATION
Initial Credentialling Points Guide
Category 2. Professional and Community Involvement (compulsory)
CPs
Minimum number of CPs = 10 per year
Professional
7
5
3
5
3
Membership of ADEA Board Executive
Membership of ADEA Board of Directors
Membership of an ADEA Committee or Working Party
Membership of ADEA Branch Executive
Involvement in non-ADEA discipline specific activities related to the educator’s ‘practice
(e.g. RCNA, Wound Care Committees, professional pharmacy associations, Dietitians
Association of Australia, Eating Disorder support groups etc)
Contribution to publication e.g. ADEA Magazine, DA Conquest, RCNA publications, nursing,
dietetic or pharmacy publications, hospital or community newspaper or newsletter
 educational contribution peer reviewed journal
 non peer reviewed journal
5
3
1
1
1
 item of general interest
Attendance at ADEA Annual General Meeting
Attendance at Branch Meeting
Completion of a national survey – related to professional practice; comment on / input to
discussion paper
Chairing a session at a scientific or educational meeting
Reviewing of abstracts/grant applications/journal articles (diabetes related or for workplace)
Development of conference programs/workshops
1
1
3
2
Community
Development of a community awareness program (Copy to be included in Professional
Development Record)
 to run one year
 to run 1 month
Implementation of a community awareness program (Report to be included in Professional
Portfolio)
 over one year
 over 1 month
Involvement in community awareness activities – Diabetes Week, World Diabetes Day,
health promotion etc.
 Arranging a one day program./workshop
 Participating in program
 Development of posters for display
5
1
5
1
2
1
1
2 per
day
2 per
present.
1 per
meeting
Camps for diabetes e.g. children’s camps, parents, adults
Presentations/Lectures to community groups – to disseminate accurate information about
diabetes and diabetes services and resources.
Participation in a work-related or community committee or working party addressing
diabetes services issues
3
Australian Diabetes Educators Association
PO BOX 163 Woden ACT 2606
Phone 02 6287 4822 Fax 02 6287 4877 Email [email protected]
AUSTRALIAN DIABETES EDUCATORS ASSOCIATION
Initial Credentialling Points Guide
Category 3. Professional Responsibility and Accountability (compulsory)
(Quality Improvement)
CPs
Minimum number of CPs = 10 per year
Conduct a quality improvement activity - Coordinator or active participant.
Identify a problem or area of inquiry into practice, obtain data and design an intervention to
improve the situation. Analyse the area again to see whether real improvement has been
achieved.
Appraise the quality of care and education provided against current standards and practices as
documented in the scientific and education literature.
A summary of the project design, implementation, results and recommendations based on
outcomes of project to be included in Credentialling Application
Annual review of personal learning goals at start and end of every year, i.e., assess needs,
set objectives, implement and evaluate. A summary to be submitted as part of Credentialling
Application.
5
5
Peer Review by Credentialled Diabetes Educator- Peer review as a critical appraisal of
overall performance or an element of the diabetes education role (e.g., group education, policy
review). A summary of the peer review process and actions undertaken to address needs
identified in the Peer Review should be submitted as part of the Credentialling Application.
5
Member of Organisation’s Quality Improvement Committee/ Participate in an
Organisation’s QI Meeting- The educator assists in a quality assurance activity such as being
a member of a QI Committee or a participant at a unit or hospital quality improvement meeting
(eg EQUIP, CHASP standards)
1 per
hour
Works co-operatively within the health care system- Partners with associated external
health services to optimise diabetes care, act as a diabetes resource for other health
professionals, promotes interdisciplinary approach to care of and support of clients, families
and communities.
2 per
contact
Category 4. Mentoring (compulsory )
CPs
Minimum number of CPs for this category = 5 per year
Diabetes Educators seeking initial credentialling must demonstrate involvement with a mentor.
The ADEA Mentoring Program that is presently being developed will provide a more structured
approach to this part of the Credentialling Program. Current applicants should complete the
Confirmation of a Mentoring Partnership and maintain a record of contact with their Mentor on
their Professional Development Record.
Five (5) CPs will be allocated on the basis of a demonstrated participation in a
mentoring partnership.
5
4
Australian Diabetes Educators Association
PO BOX 163 Woden ACT 2606
Phone 02 6287 4822 Fax 02 6287 4877 Email [email protected]
AUSTRALIAN DIABETES EDUCATORS ASSOCIATION
Initial Credentialling Points Guide
Additional Information
The following information will provide examples and guidelines of how CPs can be claimed in each of the
categories. Credentialling Points for any activity can only be claimed under the one category. Long
term projects involving planning, research, study of literature, and/or a presentation can be broken into
separate activities and CPs claimed for the component carried out during that year.
Category 1 Continuing Education (Compulsory)
Minimum number of CPs for this category = 16 per year
Conferences, Workshops, Seminars, In-services, Grand Rounds, Pharmaceutical or company
sponsored educational meetings - attract 1 CP per hour of lectures. Attendance at a full (1) day
conference will allow for a claim of 8 CPs/day. Half-day conferences will attract 4 CPs. To claim CPs the
activities must be of direct benefit to the diabetes educator in their practice. Documentation must be
provided to support claim of attendance e.g. registration receipt, program outline, title & duration of grand
rounds. If presenting an inservice or seminar, 1 CP can be claimed for the literature search
(documentation required) and 2 CPs for the presentation (teaching category).
Journal Club, Literature Search or review of journal articles - To claim CPs in this category,
documentation should include a summary of papers/journal articles or an outline of the purpose of the
search or review. Claim 1 CP/hour.
Video or audio tapes of conferences or meetings - To claim CPs in this category a brief summary of
the lecture including salient CPs must be documented.
Post-graduate study - Study must be relevant to work practice. A copy of the transcript must be
provided. Claim 8 CP per unit (1 semester duration).
Self directed study - CPs may be claimed for informal learning program if activity is included as a
personal learning goal (see Quality Improvement category). Examples include updating computer skills,
learning to use internet etc. A maximum of 2 CPs/year can be claimed for such an activity.
Category 2 Professional Development and Community Involvement (Compulsory)
Minimum number of CPs for this category = 10 per year. Credentialling Points can be claimed
from Professional and/or Community involvement.
 Professional Involvement

A wide variety of activities will earn CPs in this category. It is desirable for diabetes educators to
support ADEA and other relevant organisations, by attending meetings, working on committees
and communicating via newsletters and journals. Involvement in relevant national surveys,
chairing sessions at meetings and reviewing abstracts or grants, attracts CPs in this category.
Credentialling Points can be accrued for the development of a program for a conference, seminar
or workshop. The program, correspondence, memos etc. must be provided as proof of
involvement – 2 CPs can be claimed in addition to the 8 CPs per day for attendance at the
conference.
Community Involvement
Writing and/or implementing a community awareness or prevention program, organising or
participating in community awareness activities, or camps for those with diabetes and/or their
carers, and presentations to community groups all enable credit CPs to be obtained. Note: 2 CPs
can be claimed for organising a workshop or one day community program. Credentialling Points
can also be claimed if presenting a lecture or preparing and displaying posters.
5
Australian Diabetes Educators Association
PO BOX 163 Woden ACT 2606
Phone 02 6287 4822 Fax 02 6287 4877 Email [email protected]
AUSTRALIAN DIABETES EDUCATORS ASSOCIATION
Initial Credentialling Points Guide
Category 3 Professional Responsibility and Accountability - Quality Improvement
(Compulsory)
Minimum number of CPs for this category = 10 per year
 Annual review of personal learning goals
A personal learning plan can maximise the benefits of ongoing education rather than having an
ad hoc approach. A personal learning plan can provide a blue print for ongoing education, as well
as personal development and career planning. As the name suggests, each personal learning
plan will be individual, reflecting the differing educational requirements of each ADEA member,
based on the different professions, different areas of employment and stages of career
development.
The steps involved in formulating a personal learning plan include:
1. Assessment
2. Goal setting
3. Objectives or action plan
4. Implementation or action
5. Evaluation
These steps are outlined in detail in Appendix 1.
Developing a personal learning plan and writing a brief evaluation each year will allow a claim of 5 CPs.
 Conduct a quality improvement activity. Quality Improvement is data driven and based on
measurement rather than subjective impressions. A problem or area of deficit is chosen, data is
sought and analysed and an intervention designed to improve the situation. The area is again
analysed to determine whether some real improvement has taken place. The process can be
ongoing.
Refer to Appendix 2 for examples of quality improvement activities. Some of these options
may be relevant to your work setting. Quality improvement activities must be clearly documented
to obtain CPs.
 Peer review by a Credentialled Diabetes Educator. Peer review should be a reciprocal
process –doing it for others should be of equal value to having it done. Peer review is a critical
appraisal of performance of others who are peers in own discipline or from the range of
disciplines involved in diabetes education and care.
 Member of Organisation’s Quality Improvement Program-The educator assists in a QI
activity at their work place. This may involve being on a QI committee, submitting information for
a QI project or attending a QI meeting.
 Works co-operatively within the health care system- The educator establishes contacts with
external services to optimise diabetes care, and to promote an interdisciplinary approach to care
of and support of clients, families and communities. Points can be also obtained when a diabetes
educator acts as a resource person to other health professions- providing literature, and/or
advice. Educators should keep a record of the type of requests received and how they are
actioned.
Category 4 Mentoring (Compulsory)
Minimum number of CPs for this category = 5 per year
 Participation in the ADEA Mentoring Program offers many benefits to ADEA members and
provides structure and support for the establishment of mentoring partnerships. Diabetes
educators seeking initial credentialling must complete a minimum six (6) months mentoring
partnership registered with the ADEA Mentoring Program. Mentors can be sourced from the
Mentor Register on the ADEA website or through ADEA Branch Chairs. Credentialled Diabetes
Educators acting as mentors benefit through having an opportunity to strengthen their
professional leadership skills. However, CDEs may also benefit from participation as mentees to
support extending scope of practice and career transition.
6
Australian Diabetes Educators Association
PO BOX 163 Woden ACT 2606
Phone 02 6287 4822 Fax 02 6287 4877 Email [email protected]
AUSTRALIAN DIABETES EDUCATORS ASSOCIATION
Initial Credentialling Points Guide
APPENDIX 1
Personal Learning Goals
The steps involved in formulating a personal learning plan involve:
1. Assessment
2. Goal setting
3. Objectives or action plan
4. Implementation or action
5. Evaluation
1. Assessment
a) Assess your current situation.
Reflect on your skills, knowledge and performance in your job. Consider your strengths and weaknesses.
Justify your opinion to ensure your analysis is not over critical.
 My knowledge of renal disease is limited.
Analysis-My routine practice I am often asked to educate patients with diabetes about renal
disease and my lack of knowledge in renal disease and its outcomes provides uncertainty during
the consultation.
 My area of expertise is gestational diabetes, I am often used as a resource person in this area.
Analysis-I have recognised expertise in this area and would like to maintain and further enhance
my skills.
 My poor computing skills limit my efficiency at work.
Analysis-The secretary is overworked and there is a two week delay before my letters are typed.
b) Consider in which direction you would like your career to progress


I would like to be a media spokesperson in my area of expertise.
Analysis-Although I believe I am a capable spokesperson, I have had no formal training or
assessment.
I would like to become credentialled as a diabetes educator.
Analysis-Career path is potentially limited unless ongoing professional development is monitored.
c) Identify external factors that may influence your professional goals
 I am keen to attend the Diabetes in Pregnancy Conference this year.
Analysis – The department policy is that each staff member can only attend one external
conference each year. A choice will need to be made as to which conference will best support
achievement of my professional goals.
2. Goal Setting
The assessment phase will enable you to determine a number of priority goals. Goals should be a
general statement of what you want to achieve. Focus on several goals that are attainable in the twelve
month period, such as:



To be able to perform my own word processing faster than the secretary.
To successfully complete an accredited diabetes educators course.
To achieve and maintain clinical expertise in the management of gestational diabetes.
7
Australian Diabetes Educators Association
PO BOX 163 Woden ACT 2606
Phone 02 6287 4822 Fax 02 6287 4877 Email [email protected]
AUSTRALIAN DIABETES EDUCATORS ASSOCIATION
Initial Credentialling Points Guide
3. Objectives
Objectives are the action plans by which your goals will be achieved. The criteria of objective are to be
SMART!
 Specific
 Measureable
 Attainable
 Resources
 Timebound
OBJECTIVES
STRATEGIES
GOAL
= SOMETHING TO ACHIEVE
= SOMETHING TO DO
To be able to perform
my own word processing
faster than the secretary
To improve my
performance in public
relation activities
To develop word processing skills
To obtain access to a computer
To enroll in local TAFE computing
course
- Complete in six weeks.
- To book weekly computing time of
three hours/week on the department
computer
To develop specific skills in public
relations
Attend a media training workshop
Volunteer to speak at grand rounds.
Join the public relation team at
hospital
And contribute to their activities
4. Implementation
This represents the translation phase of the goals and objectives into action. Goals and objectives should
be kept in a visible location to maintain your focus to consistently work towards achieving them.
Documentation or recording your progress on the log sheets is valuable and will make evaluation easier.
STRATEGY = SOMETHING TO DO
To attend diabetes in pregnancy conference
Volunteer to speak at grand rounds
IMPLENTATION (INCLUDE DATES)
6/8 – 7/8 Diabetes in pregnancy meeting 8hours x
2 days.Perth
10/9. Grand Rounds presentation. ‘New advances
in Diabetes Management’. 30 minutes
5. Evaluation
Evaluation is an important part of the personal learning plan. It measures the outcomes, or it can provide
an explanation as to why goals were not achieved. This may have been due to your inability to achieve all
of the objectives, or to circumstances beyond your control. Evaluation can occur individually, as part of
the peer review process or with the assistance of a mentor.
Your personal learning plan
8
Australian Diabetes Educators Association
PO BOX 163 Woden ACT 2606
Phone 02 6287 4822 Fax 02 6287 4877 Email [email protected]
AUSTRALIAN DIABETES EDUCATORS ASSOCIATION
Initial Credentialling Points Guide
APPENDIX 2
Quality Improvement Activities
Evaluation by criteria:
1. Setting procedures against established criteria
For example:
 Looking at use of control solutions for blood glucose monitoring in wards.
 Assess if newly referred patients with diabetes have had access to adequate education prior to
discharge or if appropriate follow-up is arranged.
 Assessing proportion of new type 2 patients/clients referred to ophthalmologist, or screened for
complications.
 Assess referral rates and reasons for referral of people with diabetes from other units to
endocrinology or diabetes educator.
 Measure waiting times for appointments.
2. Incident reporting and monitoring
Incidents monitoring and reporting involves the collection and review of data concerning the occurrence
and nature of predefined incidents in clinical practice. It is useful to identify system errors when clinical
care is shared between many providers for examples administration incorrect insulin dose.
3. Outcome studies
 Monitoring status of patients e.g. Readmission rates for ketoacidosis.
 Ward nurses competency with blood glucose monitoring before and after education.
 Re-assessing insulin injection technique after education.
 Knowledge questionnaires/quality of life questionnaires after education.
 Evaluates a workshop or conference program.
 Assess the proportion of patients who achieve their management goals.
4. Practice Guideline Studies
Determining the best method of treatment to produce efficiencies.
 Coordinated care programs between specialist hospital units and general practitioners or other
external health service to optimise diabetes care such as pharmacy or other health care
professionals.
 Management of foot ulcers.
 Management of priority cases such as oot ulcers, gestational diabetes, those at risk of ketoacidosis.
5. Collaborative Studies
There are many examples of large studies that determine best practice and reduce mortality and
morbidity.
 Involvement in or international diabetes studies.
 Involvement in national diabetes studies
6. Patient Satisfaction Studies
Patient Satisfaction Studies are designed to measure specific items relevant to office or hospital and/or
community health/general practice such as communication, waiting times for appointments and
consultation, waiting times for results of investigations, patients involvement in decision making, continuity
of care, appropriateness of literature. Care must be taken to ensure patient anonymity and fear of service
withdrawal as a consequence of critical comments. Such studies must meet the ethics guidelines of the
employing institution.
7. Practice Setting
Investigate efficiencies in practice such as time delays with consultations, reviewing reports to referring
doctors, record keeping and forms, prioritising urgent referrals.
8. Group Quality Improvement Activities
Group quality improvement activities include participation in accreditation program such as
involvement in hospital and general practice accreditation program and interdisciplinary quality
improvement projects.
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Australian Diabetes Educators Association
PO BOX 163 Woden ACT 2606
Phone 02 6287 4822 Fax 02 6287 4877 Email [email protected]