| Literature DB >> 24491134 |
Leah Avery1, Falko F Sniehotta, Sarah J Denton, Nick Steen, Elaine McColl, Roy Taylor, Michael I Trenell.
Abstract
BACKGROUND: Physical activity (PA) and nutrition are the cornerstones of diabetes management. Several reviews and meta-analyses report that PA independently produces clinically important improvements in glucose control in people with Type 2 diabetes. However, it remains unclear what the optimal strategies are to increase PA behaviour in people with Type 2 diabetes in routine primary care.Entities:
Mesh:
Year: 2014 PMID: 24491134 PMCID: PMC3922792 DOI: 10.1186/1745-6215-15-46
Source DB: PubMed Journal: Trials ISSN: 1745-6215 Impact factor: 2.279
Figure 1Flowchart showing the planned study recruitment processes for primary care practices, professionals and patients.
Components of the online training programme and their relationship to constructs within TPB and SCT
| Module 1: | Video recording of a professor of movement and metabolism introducing the programme and providing details of how and why MaMT2D was developed | Symbolising (SCT) |
| Introduction to MaMT2D | Attitudes and beliefs (TPB) | |
| Subjective norms (TPB) | ||
| Video recording of a Consultant Diabetologist and a Diabetes Specialist Nurse providing an overview of why PA is important for the management of T2D | ||
| Modules 3 (metabolism & type 2 Diabetes), 4 (physical activity in the care of type 2 Diabetes); and 5 (physical activity & exercise) | Evidence-based information about the role of metabolism, PA and exercise in the context of Type 2 diabetes | Symbolising (SCT) |
| Attitudes/beliefs (TPB) | ||
| Forethought (SCT) | ||
| Intention (TPB) | ||
| Module 6: | Evidence-based information on the use of psychological theory and theory linked behaviour change techniques and counselling skills to change PA behaviour | Attitudes/beliefs (TPB) |
| Using psychology to change physical activity Behaviour | Forethought (SCT) | |
| Intention (TPB) | ||
| Module 7: Using behaviour change techniques to increase physical activity behaviour | Video demonstrations of a Diabetes Specialist Nurse demonstrating the use of behaviour change techniques and behaviour change counselling techniques in practice with a mock patient | Symbolising (SCT) |
| Observational Learning (SCT) | ||
| Perceived Behavioural Control (TPB) and Self-efficacy (SCT) | ||
| Subjective norms (TPB) | ||
| Module 8: | Flowchart diagram demonstrating how to screen adults with T2D prior to PA/exercise | Self-regulation (SCT) |
| Screening before physical activity | Perceived Behavioural Control (TPB) and Self-efficacy (SCT) | |
| End of module 3,4 and 5 quiz questions | Provides feedback on performance | Perceived Behavioural Control (TPB) and Self-efficacy (SCT) |
| Flowchart summary (crib sheet with prompts) of the protocol for use of the patient toolkit during diabetes review appointments | Prompts for healthcare professionals to use specific behaviour change skills and techniques | Symbolising (SCT) |
| Perceived Behavioural Control (TPB) and Self-efficacy (SCT) | ||
| Intention (TPB) | ||
| Self-regulation (SCT) |
MaMT2D, Movement as Medicine for Type 2 Diabetes; TBP, Theory of Planned Behaviour; SCT, Social Cognitive Theory. Module 2 of the online training intervention programme provided participating healthcare professionals with an overview of the research process, that is how MaMT2D will be evaluated. It was not designed to target any theoretical constructs and as such was not included in Table 1.
Components of the healthcare professional-led intervention and their relationship to constructs within TPB and SCT
| Discussion card | Assessment of PA behaviour using a seven-day recall | Attitudes/beliefs (TPB) |
| Forethought (SCT) | ||
| A decisional balance aid to assess the pros versus the cons for changing PA behaviour | Intention (TPB) | |
| Perceived Behavioural Control (TPB) and Self-efficacy (TPB) | ||
| Rulers assessing importance and confidence for change | ||
| Booklet | Support to select an appropriate PA/exercise; set PA goals; consider means of social support; identify barriers/problem solve; set short and long-term goals; plan activity; self-monitor activity; prevent relapse | Forethought (SCT) |
| Subjective norms (TPB) | ||
| Intention (TPB) | ||
| Self-regulation (SCT) | ||
| Perceived Behavioural Control (TPB) and Self-efficacy (TPB) | ||
| Activity planners/trackers | Means to plan and monitor PA/exercise | Self-regulation (SCT) |
| DVD | Video recordings of adults with T2D engaging in PA/exercise and sharing their stories | Symbolising (SCT) |
| Attitudes/beliefs (TPB) | ||
| Observational Learning (SCT) | ||
| Subjective norms (TPB) | ||
| Perceived Behavioural Control (TPB) and Self-efficacy (SCT) | ||
| Pedometer | Device to monitor the number of steps taken each day | Self-regulation (SCT) |
| Record of progress pad | Record of readiness ruler outcomes; short and long-term PA/exercise goals; social support; potential barriers and ways to overcome them; self-monitoring method adopted; and activities of choice. Provides a mechanism for provision of feedback and an opportunity to monitor progress and recap during subsequent sessions | Perceived Behavioural Control (TPB) and Self-efficacy (SCT) |
| Intention (TPB) | ||
| Self-regulation (SCT) | ||
| Diabetes UK Leaflet | Leaflet entitled: Keeping active: an essential part of managing diabetes | Attitudes/beliefs (TPB) |
| Perceived Behavioural Control (TPB) and Self-efficacy (SCT) | ||
| Intention (TPB) |
MaMT2D, Movement as Medicine for Type 2 Diabetes; TBP, Theory of Planned Behaviour; SCT, Social Cognitive Theory.