Successful Patient Diabetes Education in the Emergency Department

Lewis, Vicki R.; Benda, Natalie C.; Nassar, Carine M.; Magee, Michelle F.

doi:10.1177/0145721715577484

Cited by 14 publications

(11 citation statements)

References 22 publications

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“…The finding is in agreement with Abdo and Mohamed (2010) [36] in Egypt and Borhani et al (2015) [37] in Iran, who reported a similar success of an educational intervention for T2DM patients. Also in line with the current study results, Lewis et al (2015) [38] in a study in the United States revealed a retention of the post-intervention improvement in patients' knowledge at follow-up testing.…”

Section: Discussionsupporting

confidence: 91%

Impact of a health educational guidelines on the knowledge, self-management practice and self-efficacy of patients with type-2 diabetes

Taha

Zaton

Elaziz

2016

JNEP

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Background: Diabetes is a common costly condition associated with significant morbidity and mortality. The process of teaching individuals to manage their diabetes had been considered an important part of the clinical management. The goals of self-management education are to optimize metabolic control, prevent acute and chronic complications, and optimize quality of life; Aim: To evaluate the impact of a health education intervention guidelines for T2DM on Patients' knowledge, self-efficacy, and self-management practices. Methods: Design: quasi-experimental uncontrolled design on 50 patients evaluated at pre-intervention, post-intervention, and 6-month follow-up. Setting: The study was carried out in the outpatient clinics of Endocrinology and Metabolism at Zagazig University Hospital. Tools: three tools were used, 1st tool was an interview questionnaire to assess socio-demographic data and patients' knowledge, self-efficacy scale and patients' self-reported self-management behaviors concerning self-care practices. Results: There were statistically significant improvements in patients' knowledge (p < .001), self-efficacy (p < .001), and selfmanagement (p < .001), which continued through follow-up. Multivariate analysis showed that the knowledge and self-efficacy scores positively predicted the scores of self-management. Conclusions: The study demonstrates the effectiveness of health educational intervention guidelines in improving T2DM patients' self-management behaviors and self-care practices through provision of sound information and fostering their self-efficacy. The slight decline at the follow-up phase indicates the need for periodic booster doses of the intervention. Therefore, the study recommends generalization of such educational guidelines in all health care settings providing services to T2DM patients. Such guidelines should particularly address the patients with low educational attainments, long history of T2DM, and those residing in rural areas. More research is needed to investigate the long-term effect of such educational interventions.

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Section: Discussionsupporting

confidence: 91%

Impact of a health educational guidelines on the knowledge, self-management practice and self-efficacy of patients with type-2 diabetes

Taha

Zaton

Elaziz

2016

JNEP

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“…DSME begins with a diagnosis from a primary care provider, yet 28% of patients diagnosed with diabetes have no provider. [30] A recent randomized controlled trial by Lewis et al concluded that learner-centered DSME presented in the ED can be effective with uncontrolled type 2 diabetic patients. [30] Other innovative techniques such as automated mobile health programs have been developed to help bridge the gap of underserved diabetic populations.…”

Section: Discussionmentioning

confidence: 99%

“…[30] A recent randomized controlled trial by Lewis et al concluded that learner-centered DSME presented in the ED can be effective with uncontrolled type 2 diabetic patients. [30] Other innovative techniques such as automated mobile health programs have been developed to help bridge the gap of underserved diabetic populations. [31,32] Arora et al found that while text messages did not statistically improve Hb A1c, it did improve medication adherence, and healthy behaviors.…”

Section: Discussionmentioning

confidence: 99%

Carbohydrate knowledge in diabetic emergency department patients at an academic institution

Dalawari

Sprowls

Moran

et al. 2017

JHA

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Background: Diabetes Mellitus (DM) affects 12.3% of the U.S. population and is responsible for $245 billion in annual costs. Knowledge about their disease is an important part of patients' self-management. Objective: The objective of this study was to describe the baseline level of knowledge of patients with diabetes in this emergency department (ED), including behaviors related to healthy eating such as carbohydrate counting (CC). Methods: This was a cross sectional interview survey conducted at an academic tertiary center. An 8-item survey was developed to assess areas of diabetes self-care and carbohydrate knowledge. Trained research assistants approached all medically stable, non-pregnant ED patients with a past medical history of diabetes for participation. Descriptive statistics and ANOVA analysis were used. Results: Of the 115 patients approached, 98 were willing to participate; 54% were using insulin and 68% were female. The average age was 55 (SD +/-14) years and diagnosed for an average of 12 (SD +/-10) years. Fifty three percent did not check their morning blood sugar. Only 20% could accurately state the target hemoglobin A1c. While 48% of participants could relate the importance of carbohydrates to blood sugar, only 5% could state the number of grams of carbohydrates in a slice of bread. Only 1 participant correctly answered all 4 of the carbohydrate questions. Higher education and more visits with a nutritionist were associated with carbohydrate knowledge. Conclusions: Carbohydrate knowledge among this ED population was poor. Opportunities exist for patient education.

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“…Inpatient diabetes education is intended to deliver the critical survival skills required for safe self-care during the transition from the hospital to the ambulatory setting (Powers et al, 2015). To address the need for sustainable diabetes survival skills education (DSSE) for use in both inpatient and ambulatory settings, we have developed Diabetes to Go (D2Go), a DSSE program that assesses individual diabetes knowledge gaps and links those gaps to educational content (Lewis, Benda, Nassar, & Magee, 2015;Magee et al, 2013;Magee, Khan, Desale, & Nassar, 2014). D2Go has demonstrated effectiveness when provided to general medicine and surgery inpatients and in outpatient settings when delivered in a research context by a study team (Magee et al, 2013;Magee et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Diabetes Education for Behavioral Health Inpatients: Challenges and Opportunities

Bardsley

Baker²,

Smith

et al. 2019

J Am Psychiatr Nurses Assoc

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OBJECTIVE: To adapt a diabetes survival skills education (DSSE) program for delivery on inpatient behavioral health units (BHUs) and to evaluate implementation feasibility within nursing unit workflow. METHODS: We employed mixed methods to codesign, implement, and evaluate a DSSE program for inpatient BHUs. The Diabetes to Go core program incorporates linking knowledge deficits to video education content, a companion book on diabetes survival skills, and education for nurses on delivery processes and teaching content. The Diabetes to Go adaptation for BHUs was codesigned in partnership with BHU staff and patients. Implementation evaluation included patient surveys and nursing staff feedback obtained during field observations. RESULTS: A total of 89 patients participated in nine group education sessions among whom 17 (20%) had diabetes. Nursing unit staff and patients expressed willingness to engage in program design. Barriers to implementation were encountered in both groups including lack of standardization of education content by nurse facilitators and difficulty engaging patients for the time required for completion of surveys plus group education. Preferred education media for both nurses and patients was a book. Diabetes knowledge deficits were identified among over two thirds of participants with diabetes. CONCLUSIONS: Group class may not be the optimal delivery model for specialized DSSE on BHUs. It remains to be determined if individual diabetes education alone or a model which combines individual and group sessions is preferable. Translation of standardized approaches for diabetes education on inpatient BHUs will require further redesign to meet the unique needs of this population.

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Successful Patient Diabetes Education in the Emergency Department

Abstract: Study results provide evidence supporting the effectiveness of learner-centered DSME delivered in the ED at imparting critical knowledge and skills to patients with T2DM.

Cited by 14 publications

References 22 publications

Impact of a health educational guidelines on the knowledge, self-management practice and self-efficacy of patients with type-2 diabetes

Impact of a health educational guidelines on the knowledge, self-management practice and self-efficacy of patients with type-2 diabetes

Carbohydrate knowledge in diabetic emergency department patients at an academic institution

Diabetes Education for Behavioral Health Inpatients: Challenges and Opportunities

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