There are different types of knowledge and different ways of knowing. Four fundamental concepts of nursing knowledge highlighted by Caper (1978) are: empirical, personal, ethical and aesthetic. He divided knowledge into two forms, tacit and explicit. Tacitus is an idea based on experience and difficult to see and express, difficult to share and communicate with others, which is very personal. Empirical sources of knowledge depend on how an individual observes and responds to events in the external world (Higgs et al, 2004). While the explicit is formal and based on rationality and can easily be expressed, shared, communicated, which are highly universal principles. Rationalism comes from the individual and depends on theoretical reasoning rather than real-world data (Higgs et al, 2004). The practice environment is a vital space for the construction of new knowledge by health practitioners (Higgs et al, 2004). Upon reflection during this thesis, explicit or empirical knowledge played a large role in my decision to initiate and implement the new practice as it involved an analysis of current practice and a review of current literature. This allowed me to recognize the philosophy of diabetes care that has been practiced and the needs for appropriate development to improve diabetes care through a more effective and updated philosophy of care. In addition to this, I have identified the conflict that exists in the practice of diabetes education not only in my practice but across the state in my country. The design of a structured education program in itself brought new knowledge into practice. I learned that implementing change is not an easy task, but it is fundamental to improving patience...... middle of article...... generally speaking, I intend to assess the newly diagnosed patient's knowledge at the time of diagnosis and six months after following the education plan. By doing so, it will allow me to evaluate the amount of knowledge acquired through the programmed education and, indirectly, show the effectiveness of the program. Speight and Bradely (2001), in their research, identified apparent knowledge deficits in patients when using the ADKnowl (Audit of Diabetes Knowledge version 1998) tool (Appendix) to assess patient knowledge. They further emphasized that knowledge assessment provides a useful starting point for individualized continuing education for patients and allows educational resources to be targeted appropriately. The AdKnowl tool needs to be modified based on the culture, beliefs and knowledge of the local community so that it is the right version for my environment..