Summary
This blended learning approach to structured diabetes education combines engaging educational videos with QISMET-accredited sessions, delivered online or in person. This flexible model supports people living with all types of diabetes by allowing self-paced learning through videos, followed by interactive sessions to reinforce key concepts. The facilitated component brings the content to life, offering personalised guidance, peer support, and opportunities to apply knowledge to everyday situations. This approach enhances understanding, builds confidence in self-management, and supports better health outcomes. It is designed to fit individual lifestyles and preferences, making diabetes education more accessible, impactful, and relevant to daily life.
Innovation/Novel approach to an existing problem
The blended learning model features self-paced, professionally produced video modules developed in partnership with clinicians and patients. These short, visually engaging, and accessible videos cover key diabetes self-management topics. They are designed to accommodate different learning styles, literacy levels, and personal schedules, empowering people to learn in a way that fits their lives. Interactive, QISMET-accredited group sessions are delivered by trained educators either online or in person, focusing on discussion, peer learning, and real-world problem-solving. Grounded in adult learning theory, they move away from didactic teaching towards a facilitative, participant-led model that builds confidence and self-efficacy. It is a fundamental redesign of structure, content, and pedagogy. By applying behavioural science, blended learning principles, and inclusive design, the programme represents a progressive approach in diabetes education. Objectives were: to broaden access to structured education for diverse and underserved populations; improve knowledge, confidence, and self-management among participants; achieve high engagement and completion rates; plus maintain clinical safety and quality, with robust referral pathways and educator training. It is QISMET-accredited for quality assurance and alignment with national standards.
Equality, Diversity and Variation
The referral form captures any additional needs and appointment letters invite participants to mention specific access or communication needs so reasonable adjustments can be made. For internal referrals, clinical teams flag individual requirements, enabling tailored arrangements. This has led to practical, person-centred adjustments, such as subtitles or simplified resources. The model was co-designed with diverse service users to ensure cultural, linguistic and practical relevance. Key features include: professionally produced video content, available on YouTube, with subtitles in the locally most spoken languages (English, Polish, Arabic, and Nepali) for the Type 2 diabetes modules. Type 1 videos have automatically generated English subtitles. The programme uses plain English, visual explanations, and relatable, culturally sensitive scenarios. Face-to-face and online facilitated sessions suit varied needs, with flexible scheduling options and delivery in community venues.
Impact to Patient Care
A proactive, person-centred approach was taken to remove barriers and reduce variation in experience and outcomes. Equity-focused practices were embedded throughout the referral and delivery process, with support tailored to individual requirements. The video modules were not just translated, but reviewed for cultural nuance and clarity. A hybrid approach significantly improved access for individuals who are housebound, carers, or working adults. Partnership with community organisations helped build trust, particularly among underserved groups, and extend reach into harder-to-access populations. These interventions increased uptake of structured education from previously underrepresented groups, including those from ethnically diverse communities and people with disabilities. There was positive participant feedback on relevance, accessibility, and inclusivity, plus high completion rates and strong engagement in both video and facilitated components. Addressing content plus the logistics, delivery environment, and communication approach reduced unwarranted variation.
Results
Between April 2024 and July 2025, the programme achieved measurable improvements in access, engagement, and outcomes, while demonstrating cost-effectiveness and long-term sustainability within NHS resources. The majority of participants showed a clear uplift in their diabetes knowledge between pre- and post-course assessments, demonstrating effective learning. A significant proportion reported increased confidence in managing their diabetes, including medication adherence, lifestyle choices, and blood glucose monitoring. Attendance rates remained consistently high. The DNA (Did Not Attend) rate was below the national average and significantly improved from pre-pandemic figures. Feedback scores averaged 4.8 out of 5, with particular praise for flexibility, accessible content, and relevance to real-life situations. A total of 289 QISMET-accredited structured education sessions were delivered. These included New2Diabetes (142 online, 28 face-to-face); Wiser (80 online, 12 face-to-face); Type 1 Diabetes Education (11 online, one face-to-face, two evening); plus 13 online DIAMOND (newly diagnosed Type 1) sessions. Offering online, in-person, and evening formats removes barriers such as location, employment, caring responsibilities, and mobility challenges. To support scalable, flexible learning, the video modules are available on both the @All-About-Diabetes YouTube channel and the Trust website, ensuring visibility across platforms frequently used by patients. As of June 2025 there were 625 YouTube subscribers able to access 48 educational videos. There were over 32,000 total video views (2,400+ hours of watch time). Participants consistently report: increased confidence managing medication, diet, and glucose monitoring; reduced anxiety and a stronger sense of control over their condition; more productive clinical conversations and proactive health behaviours. The project is NHS-funded, through realigning existing diabetes education budgets, plus it had charity sponsorship to create the videos.
User Feedback
The programme has been shaped and strengthened through the active involvement of service users and healthcare professionals. Their feedback has not only validated the programme's approach but driven continuous improvement across content, delivery, and accessibility. Qualtrics captured structured pre- and post-course feedback from participants. This includes Likert-scale self-assessments (knowledge, confidence, satisfaction) as well as free-text fields for qualitative feedback. Feedback was collected anonymously. Multiple channels (online, email, and verbal) were used to ensure accessibility. Feedback was also captured from healthcare professionals attending as observers or co-facilitators, ensuring a full-circle view of the programme’s impact. The volume and tone of feedback received confirm that participants find the programme empowering, accessible, and transformative. Clinicians also support the programme’s approach and accessibility. This endorsement has helped build referral confidence among primary care teams, leading to increased uptake. Feedback has directly informed improvements such as: refining session flow to allow more peer interaction; simplifying written materials and visuals for lower literacy groups; expanding subtitled video availability on both YouTube and the Trust website; plus enhancing post-session follow-up with links, visual guides, and portion size tools.
