World Diabetes Day: how specialist diabetes care supports early action
Specialist diabetes education and care play an important role in supporting early intervention, effective self-management and better health outcomes for people living with diabetes.
Across primary care, community health, aged care, acute care and specialist services, health professionals can build on their experience and expertise through ADEA's Credentialling Pathway to become Credentialled Diabetes Educators (CDEs).
As World Diabetes Day on 14 November highlights the theme Early action on diabetes, ADEA spoke with two diabetes health professionals about their journeys into diabetes education, the value of credentialling and the difference specialist expertise can make.
Almost 1.9 million Australians are living with diabetes, and more than 300 Australians develop the condition every day. As prevalence continues to rise, so too does the need for health professionals with the skills and knowledge to support prevention, early intervention and ongoing care.
For those looking to deepen their expertise and make an even greater impact, becoming a CDE can be a rewarding next step.
What does a CDE do?
A CDE is a health professional recognised by ADEA for their specialist knowledge and ongoing professional development in diabetes education. CDEs help people living with diabetes, or at risk of developing it, build the knowledge, skills and confidence to manage their health and reduce complications. CDE status recognises health professionals who have completed ADEA's Credentialling Pathway and continue to develop their expertise.
Understanding ADEA's Credentialling Pathway
For nurses interested in specialising in diabetes care, ADEA's Credentialling Pathway provides a structured process for becoming a CDE. Established in 1986, the pathway recognises specialist expertise in diabetes management through certification and professional development. To become a CDE, eligible health professionals, including registered nurses and nurse practitioners, complete the following:
An ADEA-accredited graduate certificate in diabetes education and management.
A minimum of 500 hours of diabetes education practice.
A six-month mentoring program with an ADEA-approved CDE.
The ADEA Professional Practice Microcredential.
A workplace-based practical assessment.
To maintain their CDE status, health professionals must complete a minimum of 20 hours of professional development each year, ensuring their knowledge and skills remain current in this rapidly evolving field.
Discovering a passion for diabetes education
For Anna Lawrence, former Registered Nurse and CDE, and now an NDSS Project Officer at ADEA, the journey into diabetes education began while working as a practice nurse.
"I was working with a lot of people with their care plans, and so many had prediabetes or diabetes. It really opened my eyes to this space and sparked my curiosity. I really didn't know much about diabetes, insulin resistance, insulin sensitivity or glucose metabolism at all prior to this. It made me hungry to learn more and understand why so many people were coming in with it and what that meant for their health," she says.
Anna saw diabetes education as an opportunity to make a difference through prevention, lifestyle change and improved health outcomes.
Her first step was completing wellness coaching qualifications before enrolling in a Graduate Certificate in Diabetes Education at the University of Technology Sydney. Towards the end of her studies, she secured a diabetes educator role at Lismore Community Health, where an experienced team supported her through the credentialling pathway.
For Peta Tauchmann, Registered Nurse, Nurse Practitioner and CDE, the pathway into diabetes education was quite different.
After a career in surgical and critical care, she hadn't initially considered diabetes education as a specialty. That changed when she started working on an endocrinology ward.
"Over time I observed the hospital's diabetes educator as she worked. I noticed the impact her work had on the wellbeing and health of people living with diabetes. She demonstrated a combination of specialised teaching, empathy and kindness to people who were feeling vulnerable," she says.
Peta began developing practical diabetes education skills, teaching people to administer insulin and monitor blood glucose levels. During ward shifts, she encouraged them to develop these skills, identified areas for support and documented their progress for the endocrinology team.
She remained in the position for seven years, managing the diabetes service for a growing private hospital and providing diabetes self-management education at the bedside and in outpatient clinics, alongside coordinating staff education and quality assurance activities.
Why pursue credentialling?
Both nurses pursued credentialling to develop their expertise, although their motivations reflected different career stages.
For Anna, pursuing credentialling was about both professional growth and achieving formal recognition of her expertise in diabetes care.
"I really enjoyed the stable hours and non-shift work of practice nursing, and it looked like there was absolutely scope to continue these kinds of hours within diabetes educator and CDE roles. I liked the idea of progression and the shiny star at the end, maybe even moving into a private practice setting," she says.
"I also wanted to hold myself to that high standard of knowledge, skills and care I was providing by getting that CDE qualification. As a nurse, reaching that did open up some career and remuneration benefits where I was working at the time too, so that was appealing."
Like many nurses undertaking further study, the journey can also involve challenges. Anna recalls feeling uncertain about putting her university learning into practice during clinical placement, highlighting the importance of mentoring, workplace support and practical experience in building confidence.
For Peta, credentialling became an opportunity to formalise her experience and prepare for new professional challenges. Although credentialling wasn't required when she first started working in diabetes education, she recognised the value of postgraduate study and formal recognition.
"When I was ready for new challenges, I realised that the education and structure required to be a CDE would give me an advantage in the job market," she says.
She completed her postgraduate certificate in diabetes education and management and became credentialled in 2003. The experience introduced her to new information and evidence-based approaches to diabetes self-management, broadening her perspective beyond the practices she had developed working with one endocrinology team.
The opportunities and rewards of becoming a CDE
For Peta, achieving credentialling opened the door to various professional opportunities she may not otherwise have been offered.
Her experience includes locum roles in several hospitals, pharmaceutical-funded projects delivering diabetes self-management education, teaching other clinicians about diabetes management and improving quality assurance processes in primary care.
She has also worked across Australia, including in metropolitan, regional and remote communities.
Peta says one of the most compelling aspects of working as a CDE is the opportunity to support people across their lifespan and build long-term relationships.
"I have some clients on my books who I have known for over 25 years. It is incredibly gratifying to watch someone with a new diagnosis of diabetes learn about their health, develop skills to keep them well and to blossom into happy, healthy humans living their best lives," she says.
Anna also sees diabetes education as an opportunity to make a lasting difference, particularly through prevention, lifestyle changes and supporting people to build confidence in managing their health.
Looking back on her time as a CDE, she says one of the most rewarding aspects was being able to support people through meaningful change.
"You literally change people's lives and outcomes. You are with people through really hard times and for big wins. You empower them, which is amazing to watch, and see their confidence, knowledge and skills grow," she says.
Advice for nurses considering the credentialling pathway
Both nurses encourage those considering diabetes education to recognise the breadth of opportunities available and the value of developing specialist knowledge.
Anna believes that strengthening diabetes knowledge is relevant to every nurse, regardless of their clinical setting.
"Upskilling your diabetes knowledge is something every nurse should do. With the prevalence of diabetes, it would be highly unusual for you not to meet someone living with diabetes. Even knowing the basics can make such a difference to your confidence and to that person's experience of healthcare," she says.
Peta highlights the combination of clinical expertise, technical knowledge and personal skills required to succeed in diabetes education.
"It is an area of healthcare that requires clinical, technical and personal skills for success. I can't imagine doing anything other than helping people living with diabetes," she says.
Looking ahead
As World Diabetes Day highlights the importance of early action on diabetes, the need for health professionals with diabetes expertise continues to grow.
Reflecting on the future of the profession, Anna believes more skilled clinicians are needed to support prevention, awareness and diabetes self-management.
"Unfortunately, it's such a growing area. The impact of diabetes on health is often glossed over or underplayed, but it's a serious condition that affects every part of the body. We need more education, more educators and more people working in this space," she says.
Whether you're considering diabetes education as a future specialty or simply looking to strengthen your diabetes knowledge, developing expertise in this area can enhance your practice, expand your career opportunities and help improve outcomes for the growing number of Australians living with diabetes.
