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25th May
2017
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NICE Criteria
Meeting the NICE Criteria

In 2005, the Department of Health/Diabetes UK working group on Structured education published a report which stipulated the criteria to be met by education programmes to ensure they comply with NICE guidance.

Much of the work of the Network over the past two years has focused on supporting educators in ensuring they fulfil, or are working towards fulfilling, the criteria as set out below:

Department of Health Criteria for Structured Education Programmes

  1. Patient centred incorporating the assessment of individual learning needs
    • elicit goals of each participant in a structured way at the start of the programme, relate to these as the programme progresses and review at the end of the programme.
  2. Reliable, valid, relevant and comprehensive
    • Reliable = reproducible, supported by handbook
    • Valid = doing what it described it will do; clear link between philosophy, theory and programme content.
    • Relevant = is the programme meeting the needs of the participants
    • Comprehensive = one folder of information
  3. Theory driven and evidence based
    • The messages in the curriculum/content are evidence based.
    • The curriculum uses specific learning theory consistent with the philosophy
    • Social learning theory is likely to be applicable (see box below)
  4. Flexible and cope with diversity
    • Flexible to cater for individual learning needs either as a group or one-to-one
    • Will need strategies for negotiating change in schedule to achieve this
  5. Able to use different teaching media
    • Learning is supported by variety of teaching styles, using for example group discussions, activities, experiential learning (eg calculating insulin)
  6. Resource effective and have supporting materials
    • Appropriate use made of personnel, time, physical resources and supporting materials eg handouts, course books
  7. Written down. This should include
    • Philosophy
    • aims and objectives, eg who is the course for and what is it designed to do
    • overall timetable
    • detailed content; split into separate sessions, each containing
      • Session Plan – what will be delivered (content) in the session plan in the context of learning theory used
      • Participant learning opportunities
      • Educator activity – this is what you swill see the educator doing
      • Participant activity – this is what you will see the participant doing
      • Resources available and needed

Education in the UK | Curriculum Development | Audit & Quality Development
© Dave Stockdale & The Diabetes Education Network 2017