What Clinical Practice Guidelines (CPG)

Step 2: Locate the Best Evidence
During this week you will focus on locating the best evidence to support your EBP proposal
on Lack of proper education on patient with type 2 diabetes.
Building on work done in the clinical practicum setting this week, and looking toward work
with the EBP, address these questions:

  1. What Clinical Practice Guidelines (CPG) are used in your practice setting? (Clinical
    Guidelines from U.S Institutions)
  2. What information can you use for conducting systematic reviews?
  3. What published research sources (e.g., journals) will you use?
  4. What experts in the U.S (individuals, agencies, and/or entities) provide sources of best

Locate the Best Evidence

Clinical Practice Guidelines used in the practice setting

Among the bodies in the US that are tasked with the responsibility of developing the
clinical practice guidelines include the AADE (American Association of Diabetes Educators)
that published the Standards of Practice, Scope of Practice, as well as the Standards of
Professional Performance of Diabetes Educators. Based on these documents, pharmacists have a
particular role of delivering diabetes education. AADE also came up with a framework related to
optimal practice for self management. During the process, there should be an assessment of the
specific education needs in every patient (Garber, Gross & Slonim, 2010). Second is the
identification of the particular diabetes self-management goals in every person. This can go a
long way in ensuring effectiveness of the strategies used. Third, the behavioral interaction as
well as the education should aim at ensuring that the individual achieves the identified self-
management goals (Kapoor & Kleinbart, 2012). In addition, following the education sessions,
there should be evaluations aimed at determining the extent to which the individual is achieving
the identified self-management goals.

The other body accountable for creating the clinical practice guidelines is ADA
(American Diabetes Association). According to this body, the care standards or
recommendations should not preclude clinical judgment but should be applied within an
excellent clinical care context, with adjustments being made for comorbidities, individual
preferences, as well as patient factors. The body also emphasizes on patient education that is
patient-specific (Kapoor & Kleinbart, 2012).

Information for conducting systematic reviews

One aspect that can guide the systematic review is evidence supporting self-management
training’s effectiveness for diabetes type 2, especially on a short-term basis. Second is evidence
showing that education programs that are based on the health belief model are effective in
improving self-management (Chijioke, Adamu & Makusidi, 2010). Therefore, their
implementation can promote effectiveness in preventing the disease’s complications. Proper
diabetes health education has short-term impacts such as knowledge of diabetes and glycemic
control. Health policy makers should consider the need to train diabetes educators so that they
can tailor fitting education interventions among the patients (Garber, Gross & Slonim, 2010).

Published research sources- journals to be used

The use of peer-reviewed articles will be cardinal in helping locate credible information.
Majorly, those articles are evidence-based and can ensure quality information. The journals will
be obtained from authentic databases such as Proquest, GoogleScholar, and Elsevier. Research
sources can also be obtained from nursing bodies’ sites as these also deliver quality information.

Experts in the US who provide sources of best evidence

Entities or bodies such as the ADA and AADE are among the experts who promote best
evidence. Moreover, individuals, particularly those in the healthcare sector have a cardinal role

in spreading best evidence. Moreover, agencies, particularly those focusing on research, help in
generation and promoting the use of best evidence.

My personal expertise and how it fits with the EBP

Diabetes type 2 patients need to develop a wide array of competencies so that they can
manage being in greater control of their disease. in connection to this, while education should
promote health, it should respect the voluntary choices and self-perceived needs. Although there
is the possibility of educating patients towards greater autonomy, a good number of professionals
are not ready to collaborate with them. moreover, clinical staff should acquire better
comprehension on diabetes management and of the theoretical principles that underlie patient
empowerment. These factors need to be considered for effective EBP (Mshunqane, Stewart &
Rothberg, 2012).



Mshunqane, N., Stewart, A. V., & Rothberg, A. D. (2012). Type 2 diabetes management : patient
knowledge and health care team perceptions, South Africa : original research. African
Primary Health Care and Family Medicine, 4, 1, 1-7.
Kapoor, B., & Kleinbart, M. (2012). Building an Integrated Patient Information System for a
Healthcare Network. Journal of Cases on Information Technology (jcit), 14, 2, 27-41.
Garber, J. S., Gross, M., & Slonim, A. D. (2010). Avoiding common nursing errors.
Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
Chijioke, A., Adamu, A. N., & Makusidi, A. M. (2010). Mortality patterns among type 2
diabetes mellitus patients in Ilorin, Nigeria : original research. Journal of Endocrinology,
Metabolism and Diabetes in South Africa, 15, 2, 79-82.