Physical Activity Counseling by Diabetes Educators Delivering Diabetes Self-management Education and Support

Purpose The purpose of this study was to examine factors that influence physical activity counseling of diabetes educators delivering diabetes self-management/support (DSME/S). Methods Diabetes educators were surveyed about their DSME/S counseling at the American Association of Diabetes Educators Pennsylvania State Diabetes Conference to explore (1) time dedicated to physical activity counseling, (2) importance placed on physical activity as a treatment for diabetes, (3) knowledge of the 2008 Physical Activity Guidelines for Americans, (4) level of confidence with physical activity counseling, and (5) barriers associated with physical activity counseling. Results A sample of 119 diabetes educators with 13.0 8.6 years of DSME/S experience participated in the survey (95.8% female; 94.1% white; 60.5% nurses; 73.9% Certified Diabetes Educators). Of 4 common DSME/S content areas (healthy eating, taking medications, monitoring blood glucose, and physical activity), physical activity was ranked as the third most important behind healthy eating and taking medications, with 14.5 +/- 12.1 minutes per session spent counseling on physical activity. The proportion of educators acknowledging the current physical activity guidelines for moderate-intensity aerobic activity, vigorous-intensity aerobic activity, and resistance training was 74%, 20.5%, and 62.8%, respectively. Being very confident for counseling on physical activity was reported by 54.7%, while inability to engage patients in physical activity and time allotted for DSME/S visits were the most challenging personal and practice barriers reported, respectively. Physical activity is an important lifestyle behavior for the treatment of diabetes. Conclusions Findings suggest that there are challenges to physical activity counseling within DSME/S. Strategies to improve physical activity counseling by diabetes educators warrant attention.