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AADE in Practice

Editor:
Innovative Health Care Designs
 

Published in Association with American Association of Diabetes Educators

Manuscript Submission Guidelines

Please submit manuscripts electronically in the SAGE Track system at http://mc.manuscriptcentral.com/aip. Authors will be required to set up an online account. For technical assistance, please contact steven.yurkas@sagepub.com.

Authors may submit questions to the editorial office at the following address:

Teresa L Pearson, MS, RN, CDE, FAADE
Editor-in-Chief
AADE in Practice
Innovative Health Care Designs
Minneapolis, MN
E-mail: aadeinpractice@gmail.com

About the Publication

AADE in Practice combines the heart, the art and the science of diabetes education. Its purpose is to inspire, inform and empower diabetes educators. Its aim is to be the preferred and trusted resource for practical tools and strategies that directly apply current research and best practices in diabetes education. AADE in Practice accepts only original, unpublished manuscripts that are not currently under consideration for publication elsewhere. Manuscripts cannot have appeared in any print or electronic media.

AADE in Practice considers manuscripts for publication with the understanding that all persons listed as authors have participated sufficiently in the research, writing or development process to take public responsibility for the content. All authors must sign a contributor agreement granting exclusive publication rights to the American Association of Diabetes Educators. Published articles will appear in print in AADE in Practice and on the AADE in Practice website. All published content becomes the property of AADE in Practice. Articles may not be reproduced or used in any form without written permission of the publisher, SAGE Publications. Authors will receive credit whenever articles are permitted to be reproduced or used.

Authors are responsible for disclosing any financial association or commercial interest or conflict they may have in a product or service featured in their manuscript, as well as the source of any financial or material support. The Editor-in-Chief reserves the right to reject a manuscript based on conflict of interest.

Article Categories

We look for the voice of experience and for articles that will help our readers in their everyday practice. We invite you to submit articles in any of the following categories.

Departments
Articles must relate directly to the theme of the department it’s submitted for and offer readers concrete, practical advice and direction for incorporating best practices and principles of diabetes education into their day-to-day activities. Department articles average 1000 - 1500 words.

Departments include:

• Capsules: This department provides insights on issues related to the clinical management of diabetes and pre-diabetes including updates on new and current therapies and pharmaceuticals, blood glucose monitoring and delivery devices and their implementation in providing best-practice care, as well as strategies for improving patient adherence.

• Food for Thought: This department provides updates on nutrition and lifestyle issues related to diabetes and pre-diabetes, including meal planning, weight management and physical activity, plus strategies for optimizing nutritional education.

• Mind Sights: This department explores the psychosocial aspects of diabetes education including counseling, mind/body connections and strategies for facilitating behavior change.

Features
These articles are in-depth explorations of a variety of topics of interest to the diabetes educator. Case studies are welcome. The focus is on practical strategies for applying best practices, along with implementation examples or illustrations and the results. Tell us about your own experiences, challenges and successes. Feature submissions should average 1500 – 2000 words.

The following are examples of topic categories for Feature articles:

• Innovative diabetes programs: Many of you are trying new and different strategies to deliver diabetes education and to increase access to your programs. Tell us about something unique about your program that has really worked for you.

• Continuous quality improvement: We all know CQI is a necessary component of patient care and program management. Tell us how you have used CQI to examine your practice’s effectiveness, efficiency and quality of care. Provide examples or case studies describing how you implemented your quality improvement process.

• Business aspects of diabetes education: Tell us about your experiences with the business realities of our profession. Perhaps you have had particular success with reimbursement, marketing your practice or proving the worth of your program and the services of a diabetes educator. Tell us your story.

• New roles for diabetes educators: We are in the midst of an ever-changing health care system as well as an increasingly virtual world. How have you adapted your role as a diabetes educator? Are you an entrepreneur? Are you part of a health care home? Have you added "lifestyle coach" to your role as a diabetes educator?

• Translating research into practice: New research offers continuing opportunities to improve the practice of diabetes education and defend or prove its outcomes. Tell us about research you have conducted, including your experience and the outcomes, or about how you applied others’ research to your own practice and the results.

• AADE7™ Self-Care Behaviors: The AADE7™ Self-Care Behaviors are fundamental to our work as diabetes educators. Focusing on one behavior — healthy eating, being active, monitoring, taking medication, problem solving, reducing risks or healthy coping — explain practical strategies you use to incorporate it into your work with patients. Tell us about your successes and challenges and your patients’ successes and challenges, along with how you use both to continue to improve your approach and outcomes.

• Tools for improving practice: Diabetes educators are a creative and resourceful bunch. Many of us create or adapt innovative educational tools for patient and professional education. Share a tool you created, including what led you to create it, how you use it and your experiences with it. Or tell us about a tool that you adapted for use in your practice — perhaps even from another discipline.

Reflections
Reflections offers readers a creative outlet for expressing themselves related to any aspect of diabetes. This is a celebration of our wholeness — that we are not defined by our job and that we each have full lives. Bringing our whole selves to the table makes us better at our profession and can help prevent burnout.We encourage readers to submit stories, memoirs, poems, photographs, artwork, drawings, aphorisms and any other personal expression of their life or career experience. Submissions should be a maximum 600 words.

Practice Pearls
Practice Pearls are short, timely, relevant tips, advice ideas or motivational messages for practicing diabetes educators. This might include a quick introduction to an educational tool, a brief how-to related to communicating a concept or demonstrating a self-care skill or anything else that is immediately accessible and quickly applicable in practice. Submissions should average 200-300 words.

Patient Stories
We all have interesting patients we like to talk about, without mentioning names of course. But sometimes our patients have a story to tell, too.We welcome stories from patients about their experience with diabetes, how diabetes has affected their lives and relationships, how they have achieved their dreams, what impact their diabetes educator has had on them, etc. Stories can be inspiring, provocative, controversial, informative, motivational or anything that may have a useful message for readers. Submissions should average 1000-1500 words.

Manuscript Preparation
Manuscripts must be submitted electronically in Microsoft Word format. AADE in Practice will not accept scanned documents, PDFs or hard copy manuscripts.

Manuscripts must be in 12 pt Times New Roman, single spaced and include:

• Title page containing the article title, author names with credentials and institutional affiliations including city and state
• Complete mailing address, email and daytime telephone for lead author
• Keywords
• Body of Article
• Reference list
• List of figures with captions
• Acknowledgment of financial or other support

References
A reference list limited to 3-5 references must be submitted with each Department or Feature article. Authors are responsible for the accuracy and completeness of references listed. Include references for data, statistics and information that are not common knowledge. References should be no more than 4 years old.

It is not necessary to use in-text annotations to cite references. Rather, include in-text narrative citations for specific articles, studies or statistics.

For example:
• According to an article by researchers at Harvard Medical School…
• The study, led by researchers from the Centers for Disease Control and Prevention…
• In her 2006 US Endocrine Disease report, "Investigating Inhaled Insulin," Virginia Zamudio asserts...

Material that has been accepted for publication but not yet published may be cited in the reference list with the journal name followed by "In press." Unpublished material may not be cited. Electronic forms of documents may be included in the reference list and should be cited according to the style for each type of electronic source.

Please refer to the "Uniform Requirements for Manuscripts Submitted to Biomedical Journals" or the American Medical Association Manual of Style for proper reference format.

Here are examples of common reference types:

-Journal article published in print
Crews DW, Gartska WR, Meyer B, et al. The physiology of the garter snake: An analysis. Sci Am. 1981;245:158-159.

Crews DW, Gartska WR, Meyer B, et al. The physiology of the garter snake: An analysis. 1981;245:158-159.

Armstrong DD. Rett syndrome neuropathology review [published online ahead of print May 3, 2001]. Brain Dev. doi:10.1002/CD1023.

-Book
Voet D, Voet JG. The Science of Biochemistry. 3rd ed. New York, NY: J Wiley; 1990.

Voet D, Voet JG. . 3rd ed. New York, NY: J Wiley; 1990.

-Chapter in a book
Kuret JA, Murad F. Adenohypophyseal hormones. In: Gilman AG, Taylor P, eds. The Pharmacological Basis of Therapeutics. 8th ed. Orlando, Fla: Grune & Stratton; 1976: 1334-1360.

Kuret JA, Murad F. Adenohypophyseal hormones. In: Gilman AG, Taylor P, eds. . 8th ed. Orlando, Fla: Grune & Stratton; 1976: 1334-1360.

-Paper presented at a conference
Eisenberg J. Market forces and physician workforce reform: why they may not work. Paper presented at: Annual Meeting of the Association of American Medical Colleges; October 28, 1995; Washington, DC.

Eisenberg J. Market forces and physician workforce reform: why they may not work. Paper presented at: Annual Meeting of the Association of American Medical Colleges; October 28, 1995; Washington, DC.

-Online journals with and without volume and page info
Blackburn TA. Updating autologous chondrocyte implantation knee rehabilitation. Orthopedic Tech Review [serial online]. 2003;5:30-33. http://www.orthopedictechreview.com/issues/julaug03/pg30.htm. Accessed January 7, 2005.

Blackburn TA. Updating autologous chondrocyte implantation knee rehabilitation. [serial online]. 2003;5:30-33. http://www.orthopedictechreview.com/issues/julaug03/pg30.htm. Accessed January 7, 2005.

Harrison CL, Schmidt PQ, Jones JD. Aspirin compared with acetaminophen for relief of headache. J Curr Clin Trials. 2000; doc 1. http:/elsevier.com/jclintrials/ 1992/d1. Published January 2, 1992. Accessed October 2, 2009.

-Website FDA resources page.
Food and Drug Administration Web site. http://vm.cfsan.fda.gov/sodium.txt. Accessed June 23, 2000.

Figures
Figures include charts, graphs, maps, photographs, illustrations and line art. Number figures consecutively in the order they appear in the article (e.g., Figure 1, Figure 2, etc.). Indicate placement of figures in the manuscript with the appropriate designation in parentheses (e.g., Figure 1) following the relevant content. Include a list of figures with a brief caption for each at the end of the document. Acceptable figures must be received before manuscripts can proceed to production.

Submit each figure as a separate file. The file name should include the lead author’s name and the figure number (e.g., Smith Figure 1). Acceptable file formats include TIF, EPS, JPG or Microsoft PowerPoint. Images should be at least 300 dots per inch (dpi). Zip files and figures embedded within manuscripts will not be accepted.

Permissions
Authors are responsible for obtaining written permissions for any copyrighted figures or non-original material (quotations exceeding 100 words) used in their manuscripts. Permissions must be received before manuscripts can proceed to production.

Appropriate acknowledgement of the original source of copyrighted material must be included in the manuscript. No article will be accepted as a submission to AADE in Practice without all required permissions.

Conflict of Interest
Authors are responsible for disclosing any financial association or commercial interest in a product or service featured in their manuscripts, as well as the source of any financial or material support received. The editor reserves the right to reject a manuscript based on conflict of interest.

Notes on Writing Style
• Write as if you're talking to the reader. Keep it informal and easy to read and relate to.
• Avoid the passive voice. Use active verbs indicating who is doing what. For example, say "inspect the foot" instead of saying "the foot is inspected."
• Avoid heavy academic or unnecessarily dense clinical language.
• Be specific and give examples for each important point you make. Instead of saying "look for signs of pressure," specify what signs to look for.
• Keep your topic focused. It’s better to explore a narrow topic in-depth than to cover a broad topic at a high level. For example, focus on a specific aspect of gestational diabetes rather than writing in general about diabetes in pregnancy.
• Write from your experience. Readers need to know you've "been there," so give practical advice based on your own experience. If possible, use case studies based on real patients you've cared for. Change the names and identifiable details to protect patient anonymity.
• Use nonsexist language.
• Spell out abbreviations and acronyms at first mention followed by the abbreviation in parentheses. Limit the overall use of abbreviations.
• Use generic, nonproprietary names for medications and devices. At first mention, state the generic name followed in parentheses by the trade name with the appropriate symbol (® or ™) and the manufacturer’s name, city and state.

Notes on Terminology
• Avoid use of the term "diabetic." Use "individual with diabetes," "patient with diabetes" or "complications of diabetes."
• Use "type 1 diabetes" and "type 2 diabetes," Do not use IDDM or NIDDM.
• Use "blood glucose monitoring," not blood sugar monitoring."
• Use "blood glucose check," not "blood glucose test."
• Use "blood glucose," not "blood sugar."
• Use "A1C," not "A1c."
• Unless describing research subjects, avoid the term "non-compliant.
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