'It's an important part, but I am not quite sure that it is working': educators' perspectives on the implementation of goal‐setting within the 'DAFNE' diabetes structured education programme.

Aim: To explore educators' perspectives on the implementation of goal‐setting and action‐planning strategies within a structured diabetes self‐management education programme. Methods: Ten semi‐structured interviews were conducted with diabetes self‐management education providers delivering the 'Dose Adjustment for Normal Eating' (DAFNE) programme to people with Type 1 diabetes throughout Ireland. A pre‐designed topic guide, focused on exploring educators' experiences of delivery and application and views on usefulness of goal‐setting strategies, was used in all interviews. The interviews were recorded, transcribed and analysed using thematic analysis. Results: Five main themes were identified: 'people need a plan', discussing perspectives on goal‐setting's value; 'the power of the group', highlighting the impact a group format has on goal‐setting practices; 'diversity and individuality', discussing differences in DAFNE participants' and educators' engagement with goal‐setting; 'goal‐setting's fit', exploring perspectives on how well goal‐setting fits within diabetes self‐management education and follow‐up care; and 'feelings of inadequate psychological knowledge', addressing challenges experienced in the delivery of goal‐setting components. Conclusion: While educators saw benefits in the implementation of goal‐setting and planning strategies within diabetes self‐management education, concerns about how well goal‐setting currently fits within diabetes self‐management education and follow‐up care were evident. Additionally, many educators experienced the delivery of goal‐setting and action‐planning strategies as challenging and would value additional training opportunities. What's new?: This study is the first to explore diabetes self‐management education (DSME) providers' perspectives on the implementation of goal‐setting and action‐planning components within a DSME programme.Educators in such programmes are encouraged to embrace these behaviour change strategies to promote patient‐centred DSME; however, the present study shows that, although educators see value in goal‐setting, many experience its delivery as challenging and would value additional training.Many educators questioned how well goal‐setting currently fits within the Dose Adjustment for Normal Eating (DAFNE) DSME programme and are concerned about a lack of follow‐up after DSME.Issues highlighted in this study should be addressed in DSME research, and could be targeted within DSME providers' training. [ABSTRACT FROM AUTHOR]