Teaching so they hear: using a co-created diabetes self-management education approach.

PURPOSE: To describe the development and outcomes of a co-created diabetes self-management education (DSME) intervention that resulted in statistically significant (p=.02) improvements in diabetes self-care activities when compared to outcomes of a typical DSME program. DATA SOURCES: In this pilot study, an experimental self-management intervention with a self-selected group of adults with type 2 diabetes mellitus was held in the southern United States. Focus group results were used to develop the intervention and DSME participants co-created the sessions. Pre- and postintervention outcomes were compared to those of participants in DSME programs at two area, certified diabetes education centers.
CONCLUSIONS: No significant differences were found between the experimental and control groups with regard to knowledge, adaptation, and program satisfaction. However, diabetes self-care activities significantly improved (p=.02) for the experimental group. IMPLICATIONS FOR PRACTICE: A co-created teaching approach better meets the learning needs of adults with type 2 diabetes mellitus and results in enhanced ability to perform the self-care activities required for successful diabetes control. Better diabetes control reduces visits to monitor and treat complications and the need for repetitive educational sessions that exceed third-party pay limits and extend the time needed for patient encounters.