| Literature DB >> 29070640 |
Misa Adachi1,2, Kazue Yamaoka2, Mariko Watanabe3,4, Asuka Nemoto2, Toshiro Tango2,5.
Abstract
INTRODUCTION: Type 2 diabetes (T2D) is a significant problem, and lifestyle modifications including self-management are important. We have developed a structured individual-based lifestyle education (SILE) programme for T2D. With attention now being paid to techniques to change behaviour, we recently developed a behavioural type-specific SILE (BETSILE) programme. We aimed to evaluate the effectiveness of the BETSILE programme compared with the SILE programme for reducing glycated haemoglobin (HbA1c) in patients with T2D and special behavioural types by a cluster randomised controlled trial. METHODS AND ANALYSIS: This is a 6-month cluster randomised controlled trial with two intervention arms (BETSILE vs SILE) provided in a medical care setting by randomising registered dietitians for patients with T2D aged 20-79 years. Patients' behavioural types were classified into four types (BT1 to BT4) using an assessment sheet. We will perform independent trials for BT1 and BT2. The primary endpoint is a change from the baseline HbA1c value at 6 months. Differences between the SILE and BETSILE groups will be primarily analysed following the intention-to-treat principle. Crude and multivariate adjusted effects will be examined after adjusting for covariates, using a general linear mixed-effects model for continuous variables and a logistic regression mixed-effects model for dichotomous variables. Sample sizes needed were calculated assuming effect sizes of 0.42 and 0.33 for BT1 and BT2, respectively, an intraclass correlation of 0.02, a significance level of 5% (two-sided), a power of 80%, and equal allocation of clusters to the two arms, with each cluster having three BT1 patients for the SILE and BETSILE arms and six BT2 patients for the SILE and BETSILE arms. We will need 16 dietitians for each arm, and a total 288 patients will be required. ETHICS AND DISSEMINATION: This study has been approved by the Medical Ethical Committee of Teikyo University (No.15-222). Findings will be disseminated widely through peer-reviewed publications, etc. TRIAL REGISTRATION NUMBER: UMIN 000023087; Pre-results. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.Entities:
Keywords: behavioral program; diabetes type 2; lifestyle modification; self-management education
Mesh:
Substances:
Year: 2017 PMID: 29070640 PMCID: PMC5665225 DOI: 10.1136/bmjopen-2017-017838
Source DB: PubMed Journal: BMJ Open ISSN: 2044-6055 Impact factor: 2.692
Figure 1Behavioural type-specific chart.
Figure 2Flow diagram. BETSILE, behavioural type-specific structured individual-based lifestyle education; FFQW82, food frequency questionnaire; HbA1c, glycated haemoglobin; SILE, structured individual-based lifestyle education.
Specific characteristics and approach to study participants according to type
| Type | Behavioural type 1 (BT1) | Behavioural type 2 (BT2) |
| Characteristic of type |
BT1 does not recognise his/her illness and seriousness of the health situation. Eagerness for lifestyle change is low and considers it as a burden. Has tendency to hold on to beliefs. |
BT2 easily acts intuitively and emotionally. Hope someone can improve his/her health condition. Mostly prioritises other people than considering his/her health. BT2 tends to talk about assumptions such as ‘I would like to improve if possible’, ‘I can do it if I want to do’, etc. |
| Specific approach for patients of each type |
Make sure to provide accurate information, using blood test results and disease status. Also have him/her think about what he/she wants to do to improve his/her health. Mention health risks that could occur in future that are realistic enough to occur in his/her daily life. Provide encouragement such as ‘Achieve continuation of at least one effective behaviour to avoid failure in improving your clinical data’. |
Provide encouragement such as ‘Your health is more important than taking care of others’ and ‘It is your job to protect your own health’. Show him/her suitable size of meals (per meal or per day) with flip cards or food models. Advise preparing meals with attention to the ‘Model Menu’. Encourage him/her to do ‘self-reflection’ as to whether behaviour is bad or good for him/her. This will enable him/her to continuously be aware of the problem. Repeatedly ask ‘What is the goal you had wanted to achieve?’ |