Group Education in Diabetes: Effectiveness and Implementation

Mensing, Carolé; Norris, Susan L.

doi:10.2337/diaspect.16.2.96

Cited by 85 publications

(78 citation statements)

References 35 publications

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“…By means of group education, we made use of the patients who had already had experience of ulceration. Working in a group is more natural, corresponds to patients' basic psychological needs, and encourages activity (Mensing, Norris, 2003;Tang, Funnell, Anderson, 2006). Education of diabetics with DFS or LEAD is very challenging for nurses, especially if the patients must endure a long-term healing process, or if their treatment results in amputation.…”

Section: Discussionmentioning

confidence: 99%

Educational Assessment of Diabetics Requiring Vascular Surgery

Hlinková¹,

Němcová²,

Žiaková³

2017

Cent Eur J Nurs Midw

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Aim: Educational assessment involving epistemological, axiological, and technical conditions was demonstrated to be an important part of the educational process of improving the knowledge and behavior of diabetics requiring vascular surgery. Design: A quantitative interventional prospective study. Methods: The theoretical model of Practical Reasoning of Humanistic Interpretation Method was used to construct the educational assessment. The assessment was followed up by a quantitative interventional prospective study to determine conditions of behavior before and after education. The research sample comprised of diabetics with diabetic foot syndrome (DFS) (n = 52), and with Low Extremities Arterial Disease (LEAD) (n = 48) from the University Hospital in Martin, Slovakia. Results: We found no differences in epistemological, axiological, and technical conditions of diabetics with DFS versus LEAD before education. Six months after education, we found significantly better knowledge in patients with DFS. Group education methods, family status, and membership of a diabetics' club were some of the educational assessment factors confirmed as significant following education of both groups. Conclusion: Educational assessment based on a theoretical model of practical reasoning and behavior revealed a number of differences and conditions which determined learning and behavior in the case of vascular surgery patients, and, we may assume, others besides.

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Section: Discussionmentioning

confidence: 99%

Educational Assessment of Diabetics Requiring Vascular Surgery

Hlinková¹,

Němcová²,

Žiaková³

2017

Cent Eur J Nurs Midw

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“…We believe that discordance in patient characteristics and lifestyle behaviors minimizes the potential benefit of sharing experiences during group discussion. This discordance may force the educator to use a "one size fits all" educational approach (21). Our data suggest that adults with type 1 and type 2 diabetes differ along a wide range of characteristics and behaviors; these differences influence both participant learning requirements and educator's approach and strategy for teaching utilizing group process.…”

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confidence: 83%

Should Group Education Classes Be Separated by Type of Diabetes?

et al. 2006

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“…According to Mensing and Norris [48] a group is "a gathering or an assembly of persons with a common interest." It was suggested a group size of 2 -20 members, with an average of 10 participants, is ideal for patient education classes [35].…”

Section: Preference For Group Sizementioning

confidence: 99%

Preferences of Persons with Type 2 Diabetes for Diabetes Self-Management Education Interventions: An Exploration

Fan¹,

Sidani²

2017

Health

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Objectives: Treatment preferences affect treatment engagement, adherence and outcomes. There is limited knowledge of patients' preferences for Diabetes Self-Management Education (DSME). This study explored the preferences of Canadians with diabetes for components, mode and dose for implementing DSME interventions. Methods: A cross-sectional design was used. Adults with diabetes completed a questionnaire to assess participants' preferences for components (i.e. content), mode (i.e. teaching strategies, delivering formats) and dose (i.e. number and length of sessions) of DSME. Descriptive statistics were used to analyze the data. Results: Participants (n = 100) were middle-aged men and women, who had diabetes for 6.1 years and previously received (95.0%) DSME. They indicated preference for DSME to include a combination of educational, behavioral and psychological components; to be delivered in individual, face-to-face sessions (4 sessions, 60 minutes each, given monthly) that allowed discussion with one diabetes educator to develop and carry out a care plan. Conclusions: Diabetes educators may consider eliciting patient's preferences and tailoring DSME to fit patients' preferences. Delivering interventions that are consistent with patients' preferences increases their motivation to engage in intervention, satisfaction and adherence to treatment and achievement of desired outcomes.

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Group Education in Diabetes: Effectiveness and Implementation

Cited by 85 publications

References 35 publications

Educational Assessment of Diabetics Requiring Vascular Surgery

Educational Assessment of Diabetics Requiring Vascular Surgery

Should Group Education Classes Be Separated by Type of Diabetes?

Preferences of Persons with Type 2 Diabetes for Diabetes Self-Management Education Interventions: An Exploration

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