New and enhanced credentialling pathway: consultation responses and FAQs

Thank you to all who provided feedback to the draft consultation. We have provided a high-level summary of the results we received. Please note that the feedback received will factor into the design of the pathway and we plan to hold another webinar to provide an update this winter (2024).

For a detailed understanding of the proposal, please refer to the ADEA LMS webinar Help us shape a future-ready CDE workforce: a proposed new and enhanced credentialling pathway.

General Feedback

Response Count: 97

• The majority of respondents agreed and reiterated that the current credentialling process is not adequate and expressed support for a more future-ready process.
• Most respondents expressed support for the importance of not just meeting a minimum hours requirement but ensuring these hours encompass a broad range of core competencies and practical skills. The consensus is that such structured practical experience is vital for maintaining the high standards and value of the CDE profession.
• There’s a clear call for more structured support systems for future CDEs, including mentorship and community engagement tools such as online forums, group chats, and assignments. This reflects a broader theme of enhancing the credentialling pathway with resources that foster collaboration, peer support, and continuous learning.
• Respondents foresee significant changes in the role of CDEs over the next 5-10 years, with increased demand and the integration of new technologies. They suggest that the credentialling process should evolve accordingly with more comprehensive education pathways to prepare CDEs for these future challenges.
• Overall respondents were supportive of the new proposed pathway and provided suggestions for its refinement and future phases.

Benefits/Drawbacks of Requiring 500 Hours of Practical Experience

Response Count: 95

Key Themes:

• Some respondents see the requirement as beneficial for ensuring quality and competency, especially if there was a method for appropriately assessing clinical standards.
• While respondents acknowledged the barrier of 1000 hours they did express differing views:
  • Some expressed concern that the 500 hours would lower the standards and create disparity in credentialling among CDEs.
  • Others expressed concern that even the reduction to 500 hours was potentially burdensome and a barrier to entry into the profession.
• Some expressed concerns about the practicality and implementation of even a 500-hour requirement, such as availability of mentors and mentoring opportunities and the impact on those transitioning from other careers.

Suggestions for Enhancing the Credentialling Pathway

Response Count: 93

Key Themes:

• Suggestions for a more structured and supportive mentoring processes.
• Calls for streamlined administrative procedures.
• A desire for the process to be more inclusive and accommodating of diverse professional backgrounds and experiences.
  • Regarding advanced diabetes educators who want to become CDEs, 62% of respondents said they would support an alternative process that recognises their experience in diabetes education and care, rather than requiring them to complete the proposed new credentialling requirements.
• Some suggested integrating credentialling with educational programs for efficiency.
• Some concerns about an exam or testing component, particularly with people who may struggle with ‘test anxiety’.

Graduate Certificate or Graduate Diploma

67% of respondents said no to whether a graduate diploma rather than a graduate certificate would enhance the clinical practical skills and competence of diabetes educators.

The reasons for those who said no included the following:

• Costs being a barrier.
• The practical application of skills being more relevant and does not necessarily depend on a higher qualification.
• Ongoing career development in the workplace is better suited to address potential future changes of the profession.

In a related question, 70% of respondents said requiring a graduate diploma would create barriers for prospective CDEs.

The reasons for those who said yes to a graduate diploma included the following:

• The graduate diploma would provide high-quality and consistent education and assessment developed by academics.
• The graduate certificate is not sufficient to provide specialised or practical clinical skills to meet the complexity of diabetes.
• A higher qualification attracts more recognition.

Evolution of the CDE Role in the Next 5–10 Years

Response Count: 89

Key Themes:

• There is a clear anticipation of increased demand for CDE services due to rising diabetes cases.
• Expectation for CDEs to be more involved in technology and telehealth consultations.
• Some respondents predicted an expanded scope of practice, possibly including prescribing and ordering tests.
• Respondents emphasised the importance of adapting the credentialling process to these evolving roles and demands.

General Comments on Proposed Credentialling Process

Response Count: 80

Key Themes:

• Requests for transparency and clarity in the new credentialling guidelines, respondents found the current pathway laborious and confusing.
• Some members expressed concerns about the cost of becoming a CDE.
• Support for ensuring that CDEs have the skills and experience necessary, and support for the clinical skills requirements.

Suggestions for ongoing evaluation of the credentialling process to ensure it meets the needs of the workforce and the community

Response Count: 57

Key Themes:

• There is a clear recognition of the need for a robust credentialling process especially one that is accessible, practical, and adaptable.
• Respondents stressed the evolving nature of diabetes care, particularly with technological advances, as a central consideration.
• Respondents anticipate the field of diabetes education will rapidly evolve over the coming years especially in the area of diabetes technology.
• The need for better support, guidance, and resources, especially in regard to mentoring, for those seeking credentialling is a recurrent theme.
• Regular evaluation of the credentialling to ensure the process doesn’t become cumbersome, costly, or disconnected from practical realities of the workforce.

Frequently Asked Questions

Why do we need to change the initial credentialling pathway?

Over the past few years, we’ve heard a clear message from our members: the current process for credentialling is too cumbersome, doesn’t assess ‘work readiness,’ and is out of step with the demands of a modern, future-ready CDE workforce. This feedback, drawn from member surveys, in-person comments, and the CDE Education Review, has highlighted a pressing issue—we need a new credentialling pathway that not only meets today’s standards but is agile enough to adapt to tomorrow’s challenges.

The new credentialling pathway is designed with the future in mind, aiming to match the workforce demands. This new pathway will align with the current standards and expectations but also positions CDEs as a robust, future-ready workforce equipped to respond the growing prevalence of diabetes in Australia.

This new pathway also considers the unique challenges faced by those in rural and remote areas, as well as the diverse backgrounds of CDEs. By tailoring this new pathway to address these variations, we’re committing to inclusivity and relevance. This means equipping CDEs with the tools and knowledge needed to practice, ensuring that no matter where you are you have the support and resources to thrive.

What is a microcredential?

A microcredential is a certification of competency in a specific skill or a set of skills., Microcredentials offer an accessible, affordable, and focused education opportunity. They are easily verifiable through digital badges that allow health professionals to showcase their expertise in niche or cutting-edge areas (e.g. diabetes technology).

What role do microcredentials play in the updated initial credentialling pathway?

Creating a future-ready CDE workforce requires innovative approaches, including leveraging technology and cutting edge learning platforms such as microcredentials, to ensure the pathway includes standardised core competencies.

A key benefit of microcredentials in the updated pathway is that they provide continuing professional development to complement and enhance knowledge and expertise for members who have completed the graduate certificate.

For those undergoing initial credentialling, the professional practice microcredential will be compulsory and will be included in the credentialling fee.

How will the cost of initial credentialling change with the updated pathway?

There is acknowledgement that the new pathway may increase initial credentialling costs, ADEA is committed to affordability and value.

The expense for the professional practice microcredential will be covered within the initial credentialling fee. It is expected that candidates will pay a fee for their practical assessment due to the costs of the assessment panel, which will comprise of highly experienced CDEs who qualify as assessors. The assessment will ensure quality and consistency for the initial credentialling pathway. Enhancements to the mentoring program will not result in extra fees.

How do I benefit from the initial credentialling pathway having practical assessments?

Integrating practical assessments into the credentialling pathway enhances its effectiveness by ensuring that candidates have competency in applying theoretical knowledge to real-world workplace situations. This approach, facilitated by an assessment panel of highly experienced CDEs, standardises the evaluation of practical skills for CDEs, regardless of an individual’s primary discipline. These skills can only be obtained by completing quality practical hours of experience. It will also provide feedback to candidates and better prepare potential CDEs for the complexities of diabetes education and care, and ensure they meet the profession’s expected standards.

Why not require a Graduate Diploma instead of just a Graduate Certificate?

Whilst there is acknowledgment that elevating the minimum educational requirement for a CDE to a graduate diploma would offer greater opportunities to extend knowledge and skills, consultation with members clearly indicated that there are also many concerns regarding the potential barriers such a change would introduce.

Specifically, the additional time and financial commitments required might deter prospective CDEs and impede the growth of the profession. With the evolving scope of practice for CDEs, a graduate diploma could offer comprehensive training for this expanded role, including advanced clinical skills and prescribing. Maintaining the graduate certificate supplemented with practical assessments and microcredentials strikes a balance between advanced practice skills and core competencies required of a CDE. It allows for flexibility in professional development, focuses on establishing core competency levels, and gives the ability to adapt to future changes in the profession.

While a Graduate Diploma requirement will not be implemented now, it will continue to factor into future adjustments, member feedback, and the ongoing evaluation of the pathway.

Who would determine these core practical skills?

ADEA will form a clinical advisory group comprised of highly qualified academics in diabetes education and advanced practice CDEs. This group will be tasked with developing a comprehensive blueprint for assessing the practical skills of entry-level CDEs. They will also determine the core practical competencies and the methods to assess these competencies in alignment with the existing capability framework and CDE competency standards. The methods used will ensure multiple performance outcomes can be assessed and that feedback given to candidates uses a non-biased, equitable process.

How will students prepare for the practical assessment?

Students will be supported with a comprehensive suite of resources designed to enhance their readiness and confidence. This includes access to specialised clinical auditing tools, webinars and other resources. Additionally, a robust mentoring program will play a role in this preparatory phase, where students can be guided by experienced CDEs who can provide feedback and support based on their professional experiences. This combination of educational support tools and personalised support aims to equip the candidate with the knowledge, skills, and confidence to successfully navigate the practical assessment.

How will the new pathway impact me if I am a current credentialling candidate?

For those already progressing through the existing initial credentialling pathway, a legacy approach is proposed. This means that these candidates will have the option to complete their credentialling based on the current requirements. Additionally, a transition period will be offered, providing candidates the flexibility to either complete via the current pathway or opt into the new pathway based on their preference and progress.

This approach is designed to minimise disruption and respect the time and effort already expended by candidates under the current pathway. ADEA is and will continue to seek feedback from those currently in the process of initial credentialling to ensure that the transition to the new pathway accommodates the needs and concerns of all involved, making it as smooth and equitable as possible.

Will reducing to 500 hours of practical experience be enough?

The 500-hour requirement for practical experience serves as a minimum threshold. It recognises that some individuals undertake credentialling with significant experience and skills and others may require additional practical experience to fully develop their skills and successfully complete the practical assessment. The emphasis will be on the quality of skills and relevance of practical experience to best prepare candidates for their roles as CDEs.

How will the mentoring program be enhanced in the new credentialling pathway?

In the new credentialling pathway, the mentoring program will be enhanced to provide more robust support for candidates preparing to become CDEs. This will be done in two phases.

Phase 1 will coincide with the launch of the new pathway and will include the development and provision of additional resources. The additional resources will include: a mentoring toolkit, workshops, and webinars to better prepare both the mentors and mentees for the process.

Phase 2 is the launch of a new mentoring platform to better match mentors with mentees. This program will incorporate more constructive feedback and evaluation aimed at refining the mentoring process and will continue to evolve.

How will candidates who have over 10 years’ experience and completed their post graduate certificate over 5 years ago become credentialled in the new pathway?

Acknowledging varying levels of experience and advanced practice was a key recommendation from the CDE education review, and the majority of our member responses support it.

As a result, we are currently exploring a potential tiered credentialling program, which values professional experience as a criterion for credentialling recognition, for future implementation. This consideration could become an integral aspect of recognising prior experience and potentially include a portfolio submission to demonstrate professional experience and competencies. Such a pathway is subject to further discussion and will actively involve member consultation and feedback.

Timeline: Development of the New Pathway

The summary of the results and a timeline of the pathway development are also available as PDF downloads:

• Results summary
• Timeline