Date Available


Year of Publication


Degree Name

Doctor of Nursing Practice

Committee Chair

Dr. Judith Daniels

Clinical Mentor

Dr. Beverly Woods

Committee Member

Dr. Julianne Ossege


BACKGROUND: Diabetes education is the cornerstone of managing diabetes. The education can be delivered in group or individual sessions. Given that group classes are not always well received, a brief five-minute point of care education was developed and incorporated into patients’ routine diabetic appointment. The effectiveness of the method is yet to be determined.

PURPOSE: The purpose of this Doctor of Nursing Practice (DNP) project was to evaluate the effectiveness and acceptability of a recently implemented diabetes point of care education as compared to patients’ usual care in an urban primary care clinic.

METHODS: An outcome evaluation using a retrospective chart audit was conducted. Data analyses included changes in A1C between the groups. A nine-point DPC education questionnaire survey and provider interview were administered to assess satisfaction with the program.

RESULTS: A total of 80 patients comprised each group with no statistically significant demographic differences at the baseline. No significant changes in A1C between the groups were found after three DPC visits 3 months apart. Approximately 67% of DPC patients were satisfied with the educational format. Open responses from both patients and providers regarding the program revealed three common themes: (a) the need for motivation, (b) simpler instructions, and (c) individualizing the material. The participants also cited lack of resources, complexity of disease management, and physical impediments as barriers to diabetic education.

CONCLUSION: Although no changes in A1C were noted between the groups, patient satisfaction rates were high for point of care education. Based on their responses, initial knowledge level and screening for diabetes distress are recommended for an individualized educational plan. Furthermore, patients’ readiness and motivation must be considered, with more time allotted for the LDE during or after the provider visit. Patients were clearly interested in receiving education tailored to their needs.