Lifeng Fan1, Souraya Sidani2. 1. Toronto Chronic Diseases Centre, Toronto, Ontario, Canada. Electronic address: lifeng.fan@gmail.com. 2. School of Nursing, Ryerson University, Toronto, Ontario, Canada.
Abstract
OBJECTIVES: The purpose of this study was to explore the associations between patients' factors and their expressed preferences for types and features of diabetes self-management education (DSME) interventions. METHODS: A cross-sectional design was used. Participants (N=100) completed a self-report questionnaire. Regression analysis was used to identify factors associated with preferences. RESULTS: Participants were middle-aged (mean age 58.9 years) men (55%) and women (45%) who had had type 2 diabetes for 6.1 years. They indicated a preference for DSME that includes a combination of educational, behavioural and psychological interventions and were delivered in individual, face-to-face sessions (4 sessions, 60 min each, given monthly) that allowed discussion with diabetes educators to develop and carry out a care plan. Personal (age, educational level and employment) and clinical (duration of diabetes and glycated hemoglobin levels, previous exposure to diabetes education) factors were significantly related to preferences. CONCLUSIONS: To optimize the effectiveness of DSME interventions, health-care providers are encouraged to assess patients' preferences to inform the design of DSME interventions and tailor their implementation to fit the preferences of patients with a range of sociodemographic and clinical profiles.
OBJECTIVES: The purpose of this study was to explore the associations between patients' factors and their expressed preferences for types and features of diabetes self-management education (DSME) interventions. METHODS: A cross-sectional design was used. Participants (N=100) completed a self-report questionnaire. Regression analysis was used to identify factors associated with preferences. RESULTS:Participants were middle-aged (mean age 58.9 years) men (55%) and women (45%) who had had type 2 diabetes for 6.1 years. They indicated a preference for DSME that includes a combination of educational, behavioural and psychological interventions and were delivered in individual, face-to-face sessions (4 sessions, 60 min each, given monthly) that allowed discussion with diabetes educators to develop and carry out a care plan. Personal (age, educational level and employment) and clinical (duration of diabetes and glycated hemoglobin levels, previous exposure to diabetes education) factors were significantly related to preferences. CONCLUSIONS: To optimize the effectiveness of DSME interventions, health-care providers are encouraged to assess patients' preferences to inform the design of DSME interventions and tailor their implementation to fit the preferences of patients with a range of sociodemographic and clinical profiles.
Keywords:
diabetes education; diabetes self-management; diabète de type 2; education; facteurs; factors; gestion autonome du diabète; preferences; préférences; type 2 diabetes; éducation; éducation au diabète
Authors: Thomas W Martens; Janet S Lima; Elizabeth A Johnson; Jessica A Conry; Jennifer J Hoppe; Richard M Bergenstal; Anders L Carlson; Janet L Davidson Journal: J Diabetes Sci Technol Date: 2021-03-24