F20A - Hispanic Diabetes Peer Facilitator Training Needs and Connections to Hispanics with Type 2 Diabetes

Key Takeaways of Your Research: 1. Hispanic peer facilitators who live with diabetes have an insider’s view of diabetes that is useful for making connections with other Hispanics living with diabetes 2. Paraprofessional diabetes training is useful for peer facilitators yet more education is needed on assessing and tailoring diabetes education to meet the emotional aspects of living with diabetes, especially during unforeseen environmental events. 3. Peer facilitators identified and developed training videos to supplement paraprofessional training and to articulate strategies to be a successful peer facilitator in the Hispanic community.

Background/Purpose: Hispanic individuals living with diabetes are disproportionately affected by diabetes and the associated morbidity and mortality. Peers are a major source of diabetes information and support within the Hispanic community. Ongoing peer support that reinforces diabetes education is highly desired by Hispanics living with diabetes. Research Hypothesis and/or Research Questions and Specific

Aims: The goal of this study was to 1) describe the training experiences of Hispanic peer facilitators (PF) and 2) to understand PF perspectives of their role in an online peer support community that facilitates continuous glucose monitoring use. Methods/Methodology: Peer Facilitators (PF) were part of a 12-week online peer support intervention with continuous glucose monitoring for Hispanics with diabetes. They completed ADCES paraprofessional and study-specific training. An exit interview was conducted following the larger study. A qualitative descriptive analysis was conducted using a triangulated approach and thematic analysis. PF's developed seven web-based training videos to augment future PF training.

Results: Five PFs with diabetes were interviewed (100% Hispanic, 80% female, 80% living outside the U.S.). Emergent themes included: PF experiences with paraprofessional training: technical vs practical knowledge, 2) Building connections through shared diabetes experiences, and 3) Challenges and benefits of being a peer facilitator. PF's made seven videos to augment ADCES paraprofessional training: 1) Living with Diabetes, 2) Tips for Being a PF, 3) Language Matters, 4) Understanding Diabetes Distress, 5) Helping Individuals to Change Habits, 6) Type 2 Diabetes and Myths About Insulin, 7) Keys to Being a Successful PF. Conclusions (Impact on Diabetes Care and Education): Overall, PFs reported that the ADCES training was helpful, but they desired more training on coaching and working with people with diabetes on the emotional aspects of living with diabetes. They enjoyed diabetes coaching and found it meaningful in terms of helping others with diabetes to improve their self-management. Finally, PFs also derived personal benefits in managing their diabetes and making positive lifestyle changes. Source of Funding for this Research: ADCES Foundation Grant.