Group participants’ experiences of a patient-directed group-based education program for the management of type 2 diabetes mellitus

Abstract

ObjectiveThe objective of this study was to explore the experiences of individuals who participated in a group-based education program, including their motivators in relation to their diabetes management, and the perceived impact of group interactions on participants’ experiences and motivation for self-management. Understanding individuals diagnosed with diabetes experiences of group-based education for the management of type 2 diabetes mellitus may guide the development and facilitation of these programs.MethodsSemi-structured interviews were conducted with all individuals who participated in the intervention. Using thematic analysis underpinned by self-determination theory, we developed themes that explored participants’ motivators in relation to diabetes management and the impact of group interactions on their experiences and motivation.ResultsThe key themes included knowledge, experience, group interactions and motivation. Participants perceived that the group interactions facilitated further learning and increased motivation, achieved through normalization, peer identification or by talking with, and learning from the experience of others.ConclusionsThe results support the use of patient-centred programs that prioritize group interactions over the didactic presentation of content, which may address relevant psychological needs of people diagnosed with type 2 diabetes mellitus, and improve their motivation and health behaviours. Future group-based education programs may benefit from the use of self-determination theory as a framework for intervention design to enhance participant motivation.

Impact of patient‐centred diabetes self‐management education targeting people with type 2 diabetes: an integrative review

“…Thirteen of the included interventions were group‐based programmes and might have benefited from the unmeasured impact of group dynamics and peer support on outcomes, although the associated reports did not describe group dynamics . Six interventions were framed as individual programmes .…”

Possibilidades de atuação profissional em grupos educativos de alimentação e nutrição

“…Isso posto, torna-se considerável instigar a formação de habilidades dos coordenadores de grupos de EAN, já que, segundo Odgers-Jewell et al 2 , eles influenciam significativamente os resultados da intervenção, pois estabelecem o tom dos grupos e direcionam os processos educativos. Compreende-se que a formação dessas habilidades deve ser assegurada pelas instituições de ensino, sendo o desenvolvimento de trabalhos em grupos uma forma de promovê-las.…”

“…Compreendendo que os resultados da intervenção de EAN são decorrentes da atuação profissional e da interação entre profissional e usuários, destacam-se, no processo de avaliação, as abordagens qualitativas e participativas 2,4,8 . Contudo, Vincha et al 4 averiguaram que profissionais da AB que utilizam essas abordagens em grupos de EAN conduzem-nas de forma indireta e não sistematizada.…”

Replicating group‐based education interventions for the management of type 2 diabetes: a review of intervention reporting

“…Previous research in the area has highlighted similar problems including that: interventions are not described in adequate detail; education themes are not standardized; and the professional background of educators and their training are often unclear . A qualitative study, which explored group participants’ experiences of a patient‐directed group‐based education programme for the management of type 2 diabetes, indicated that the provider played a significant role and can have a positive influence on participants’ knowledge, motivation, and their feeling supported or reassured . Further studies have identified the important role of the provider in setting the tone and guiding the direction of groups, which may influence participant outcomes .…”