Effect of Self-Regulated Learning for Improving Dietary Management and Quality of Life in Patients with Type-2 Diabetes Mellitus at Dr. Ramelan Naval Hospital, Surabaya, Indonesia

Abstract

Self-regulated learning is a process of learning how to manage and regulate oneself to obtain skills and knowledge without depending on others. It is expected that diabetes patients can manage their diabetes by themselves. This study aimed to analyze the effect of self-regulated learning-based educational intervention on quality of life for patients with type-2 diabetes mellitus (DM) at Dr. Ramelan Naval Hospital, Surabaya. This was a quasi-experimental study in the form of pretest and posttest with a control group design. A total of 20 patients with DM were randomly divided into intervention and control groups to undergo a 4-week intervention. The intervention group received dietary education with self-regulated learning, while the control group received standard education. The results revealed differences in variables such as dietary obedience, food intake at home, fasting blood sugar, diastolic blood pressure, and quality of life. The intervention group experienced a positive impact on the quality of life and resulted in better dietary obedience than that of the control group. In conclusion, the implementation of self-regulated learning-based dietary education can improve dietary obedience, knowledge, intention, family support, social support, physical activity, and quality of life for patients with type 2 diabetes.

Effects of patient education on the quality of life of patients with type 2 diabetes mellitus: A scoping review

“…Two studies included patients with T2DM on insulin and/ or oral hypoglycaemic therapy. 20 , 31 Meanwhile, Estuningsih et al 27 grouped their hospitalised participants according to nutritional education before the intervention.…”

“…Five studies designated both intervention and control groups to receive usual DM care. 19 - 22 , 27 In the study by Estuningsih et al, 27 all participants received nutritional consultation before the intervention. In the study by Pon et al, 21 all participants had access to an online care platform (e-Vita) to support their self-management skills.…”

“…The intervention duration ranged from 4 weeks to 4 years, except in the study by Pon et al 21 For the intervention group, three studies did not report the mode of educational programme as either individual or group. 11 , 25 , 27 Three studies used individual-based educational programmes 19 , 20 , 22 ; nine, group-based educational programmes 19 , 21 , 23 , 24 , 26 , 29 - 32 ; one, a classroom-based educational programme 28 ; and twelve, face-to-face educational programmes. 19 , 21 , 23 - 32 The other studies used educational technology, 11 text messages via a smartphone application 20 and phone calls 22 for the delivery of the educational programmes.…”

Self-Management Education for the Quality of Life of Patients with Pulmonary Tuberculosis

“…The world hopes is free of tuberculosis, so the quality of life in TB sufferers needs to be investigated so that the treatment process can be run optimally and continuously (Fryer et al, 2013); (Iti et al, 2019); (Ambaw et al, 2018); (Estuningsih et al, 2019). Quality of life as an individual's perception is related to their goals, hopes, standards and concerns (Iti et al, 2019); (Magharei et al, 2019); (Chang et al, 2004); (Li et al, 2017); (Grady & Gough, 2018).…”

“…Self management education in pulmonary TB patients is 3 steps, process creation, peer gorup discusion, transfer and sharing process (Estuningsih et al, 2019); (Grady & Gough, 2018); (Tung et al, 2013); (Guo et al, 2009a).…”