Emmanuel Dayao Paragas1,2, Teresita I Barcelo1. 1. The Graduate School, University of Santo Tomas, Sampaloc, Manila, Philippines. 2. Department of Nursing, West Liberty University, West Liberty, West Virginia, USA.
Abstract
AIM: Nurses play an essential role in improving health-related knowledge and self-efficacy of patients through health education. This study aimed to investigate the effects of message-framed informational videos on diabetes management knowledge and self-efficacy in patients with type 2 diabetes. METHODS: A quasi-experimental pretest and posttest design with two experimental and one standard care comparison groups was carried out to examine the effects of the message-framed videos. The two message-framed informational videos were developed to provide health teachings about diabetes self-care. The knowledge and self-efficacy of the two video groups and lecture comparison group were measured before and after the intervention using valid and reliable instruments established by the authors. RESULTS: After the intervention, the knowledge and self-efficacy of the two experimental groups were significantly higher than the comparison group. No significant difference was found in the knowledge scores between the two experimental groups, but a significant difference was noted in the average increase in their self-efficacy. CONCLUSION:Message-framed informational videos can be effective in increasing the diabetes management knowledge and self-efficacy, and a gain-framed rather than loss-framed approach can be superior in increasing self-efficacy.
RCT Entities:
AIM: Nurses play an essential role in improving health-related knowledge and self-efficacy of patients through health education. This study aimed to investigate the effects of message-framed informational videos on diabetes management knowledge and self-efficacy in patients with type 2 diabetes. METHODS: A quasi-experimental pretest and posttest design with two experimental and one standard care comparison groups was carried out to examine the effects of the message-framed videos. The two message-framed informational videos were developed to provide health teachings about diabetes self-care. The knowledge and self-efficacy of the two video groups and lecture comparison group were measured before and after the intervention using valid and reliable instruments established by the authors. RESULTS: After the intervention, the knowledge and self-efficacy of the two experimental groups were significantly higher than the comparison group. No significant difference was found in the knowledge scores between the two experimental groups, but a significant difference was noted in the average increase in their self-efficacy. CONCLUSION: Message-framed informational videos can be effective in increasing the diabetes management knowledge and self-efficacy, and a gain-framed rather than loss-framed approach can be superior in increasing self-efficacy.