Healthcare professional training

The DAFNE Educator Programme (DEP) is based on adult education principles which encourage active, task and problem based learning, learning through experience and reflective observation, modelling by observing the actions of others and mastery of new skills through practise and active experimentation.

The DEP is delivered using a blended learning approach. Blended learning uses a mix of independent, self-directed learning, online learning materials and face to face group activities inclusive of all learning styles.

The DEP includes the opportunity to complete online learning units created in partnership with, and hosted by The Open University. The online units are designed specifically for the DAFNE programme to target DAFNE skills development and evaluate very well by DEP trainees.

This ‘flipped classroom’ approach means that the bulk of the instructional content can be accessed online (from work or home) meaning that everyone is on the same page before starting face to face training.

Face to face workshop is for groups of eight trainees. The workshop is used for interactive discussion, practical application of DAFNE skills and assessment of competence to deliver DAFNE to the standard required. This is to ensure a positive experience for DAFNE course participants.

The DEP is endorsed by the British Dietetic Association (BDA) for 113 hours of CPD. The DEP includes opportunities for both reflective practice and formal assessment which can be used as evidence for professional revalidation for nurses and dietitians.

Once enrolled on the DEP trainees receive a personal training plan outlining the stages of DEP, the expected time commitment and time frames for completion of each step. The central DAFNE team provide trainees with the learning materials required for each step and can signpost trainees to additional support if required.

These are the DEP stages. The timings indicated are approximate and depend on a trainee’s level of experience of type 1 diabetes management and engagement with the learning activities.

DAFNE trained educators and doctors must demonstrate that they are keeping their DAFNE skills up to date for the benefit of people with type 1 diabetes who attend DAFNE courses or receive their follow up care within a DAFNE centre.

All DAFNE educators and doctors complete an online revalidation unit every 104 weeks and receive a DAFNE revalidation certificate that can be used as evidence of continual professional development (CPD).

Educators and doctors who are involved in course delivery also engage in best practice through local peer observation, feedback and reflection to develop their DAFNE skills and create their personal development plan. Documented peer observations can also be used as evidence of reflective practice for professional revalidation.

All DAFNE centres have access to the DAFNE clinical and audit database and are required to enter pseudonymised pre- and post-course clinical data.

The data can be accessed locally at any time to produce local reports.

The central DAFNE team use the data to produce reports for each centre:

• clinical key performance indicators (KPI) annually
• overall centre audit every 2 years.

The purpose of external audit is to:

• Monitor the clinical outcomes of DAFNE against agreed standards and the performance of all DAFNE centres nationally.
• Let DAFNE centres know where their service is doing well, and where there may be opportunities for service improvement.

The aim is to allow local quality improvement to take place where it will be most helpful and will contribute to improved outcomes for DAFNE course participants. 

Centres can use these reports to

• provide evidence of performance to service commissioners
• identify and target any areas for service improvement.