Abstract
Diabetes care accounts for $132 billion of total health care expenditures, and the prevalence of diabetes is increasing. Preparing and managing diabetes educators are a serious challenge for health care managers. A phenomenological approach was used to explore the teaching experiences of 3 diabetes program staff members. Data were collected through 3 face-to-face interviews and 20 e-mail messages over a 6-week period. The individuals included 2 second year marriage and family therapist doctoral students and 1 certified diabetes educator. Reflexivity, triangulation by peers, and member checks were used to ensure trustworthiness. The 4 themes found in this study were roles, awareness, sense of importance, and challenges and frustrations.