Search citation statements
Paper Sections
Citation Types
Year Published
Publication Types
Relationship
Authors
Journals
A four lesson diabetes curriculum and two discussion sessions, focusing on diabetes self-management (diet, medication, physical activity) were delivered via two educational modalities: 1) Traditional Face-to-Face (FTF) Classes and 2) Virtual Diabetes Education (VDE) Classes administered in the Second Life® virtual world. The purpose of the study was to 1) describe the psychosocial outcomes in young adults with type 1 and type 2 diabetes and 2) determine whether two types of educational modalities (FTF or VDE) impacted the psychosocial outcomes of young adults with diabetes. A convenience sample of young adults with diabetes (N=81), 18 to 28 years-old, completed pre and post psychosocial surveys that measured levels of depression, self-efficacy, and social support. Multivariate and univariate analyses of variance identified differences in psychosocial outcomes. Overall, 29.9% of young adult participants reported depressive symptoms at the beginning of the study, and those with type 2 diabetes had higher rates of depressive symptoms (44.4%) than participants with type 1 diabetes (26.6%). Individuals with type 1 diabetes had a higher level of self-efficacy (p=.000) and more social support (p=.03) than their peers with type 2 diabetes. No statistically significant differences were apparent among type 1 and type 2 diabetes groups at post study measures. Face-to-Face participants had significantly greater (p=.02) gains in levels of diabetes self-efficacy. Participants in the FTF condition improved mean diabetes self-efficacy scores and participants in the VDE condition decreased mean diabetes self-efficacy scores. Session attendance was higher in the FTF condition (x=3.72, SD=2.23) than among participants assigned to the VDE condition (x=1.79, SD=1.82). Education and support programs should address differences in psychosocial outcomes based on both diabetes type and educational modality.
A four lesson diabetes curriculum and two discussion sessions, focusing on diabetes self-management (diet, medication, physical activity) were delivered via two educational modalities: 1) Traditional Face-to-Face (FTF) Classes and 2) Virtual Diabetes Education (VDE) Classes administered in the Second Life® virtual world. The purpose of the study was to 1) describe the psychosocial outcomes in young adults with type 1 and type 2 diabetes and 2) determine whether two types of educational modalities (FTF or VDE) impacted the psychosocial outcomes of young adults with diabetes. A convenience sample of young adults with diabetes (N=81), 18 to 28 years-old, completed pre and post psychosocial surveys that measured levels of depression, self-efficacy, and social support. Multivariate and univariate analyses of variance identified differences in psychosocial outcomes. Overall, 29.9% of young adult participants reported depressive symptoms at the beginning of the study, and those with type 2 diabetes had higher rates of depressive symptoms (44.4%) than participants with type 1 diabetes (26.6%). Individuals with type 1 diabetes had a higher level of self-efficacy (p=.000) and more social support (p=.03) than their peers with type 2 diabetes. No statistically significant differences were apparent among type 1 and type 2 diabetes groups at post study measures. Face-to-Face participants had significantly greater (p=.02) gains in levels of diabetes self-efficacy. Participants in the FTF condition improved mean diabetes self-efficacy scores and participants in the VDE condition decreased mean diabetes self-efficacy scores. Session attendance was higher in the FTF condition (x=3.72, SD=2.23) than among participants assigned to the VDE condition (x=1.79, SD=1.82). Education and support programs should address differences in psychosocial outcomes based on both diabetes type and educational modality.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.