OBJECTIVE: The objective in this study was to evaluate a web-based type 2 diabetes self-management education programme aimed at improving knowledge, encouraging active patient participation and providing supportive self-management tools. METHODS: (1) An effect evaluation was conducted using a randomized controlled trial with a pre-test and post-test design (n=99) and a knowledge questionnaire. (2) A user evaluation was conducted using an online questionnaire (n=564) and one-on-one interviews (n=11) to examine the perceived quality, use of functionalities and use of the programme as a supportive tool in education. RESULTS: The effect evaluation showed a significant intervention effect (p<0.01) on knowledge. The user evaluation showed high satisfaction with the programme's content, credibility and user-friendliness. However, functionalities and self-management tools were used by less than half of the participants. CONCLUSION: The programme can improve knowledge, but it is not fully used as intended. A more optimal use of the programme is necessary for higher efficacy. PRACTICE IMPLICATIONS: The use of mostly spoken text instead of written text was highly appreciated and could be used more often for educational websites. Furthermore, health care practitioners need support in implementing new educational programmes during consultations.
RCT Entities:
OBJECTIVE: The objective in this study was to evaluate a web-based type 2 diabetes self-management education programme aimed at improving knowledge, encouraging active patient participation and providing supportive self-management tools. METHODS: (1) An effect evaluation was conducted using a randomized controlled trial with a pre-test and post-test design (n=99) and a knowledge questionnaire. (2) A user evaluation was conducted using an online questionnaire (n=564) and one-on-one interviews (n=11) to examine the perceived quality, use of functionalities and use of the programme as a supportive tool in education. RESULTS: The effect evaluation showed a significant intervention effect (p<0.01) on knowledge. The user evaluation showed high satisfaction with the programme's content, credibility and user-friendliness. However, functionalities and self-management tools were used by less than half of the participants. CONCLUSION: The programme can improve knowledge, but it is not fully used as intended. A more optimal use of the programme is necessary for higher efficacy. PRACTICE IMPLICATIONS: The use of mostly spoken text instead of written text was highly appreciated and could be used more often for educational websites. Furthermore, health care practitioners need support in implementing new educational programmes during consultations.
Authors: John D Shepherd; Karla M Badger-Brown; Matthew S Legassic; Saagar Walia; Dalton L Wolfe Journal: J Spinal Cord Med Date: 2012-09 Impact factor: 1.985
Authors: Antonis A Kousoulis; Evridiki Patelarou; Sue Shea; Christina Foss; Ingrid A Ruud Knutsen; Elka Todorova; Poli Roukova; Mari Carmen Portillo; María J Pumar-Méndez; Agurtzane Mujika; Anne Rogers; Ivaylo Vassilev; Manuel Serrano-Gil; Christos Lionis Journal: BMC Health Serv Res Date: 2014-10-02 Impact factor: 2.655
Authors: Olivier A Blanson Henkemans; Elise M L Dusseldorp; Jolanda F E M Keijsers; Judith M Kessens; Mark A Neerincx; Wilma Otten Journal: Med 2 0 Date: 2013-08-22