The Effect of Health Education on Clinical and Self-Reported Outcomes of Diabetes in a Medical Practice

Abstract

A majority of diabetes self-management programs have been shown to improve knowledge, attitude, practice, and health care outcomes. However, in the literature the underlying causal mechanisms for the improvement attributable to health education have not been explored, especially, how diabetes educational intervention may affect diabetes care outcomes. The purpose of the present study was to identify the causal mechanisms responsible for improved knowledge, attitude, practice and outcomes, so that educational interventions can be tailored efficiently and effectively to patients who are most likely to benefit from self-care management. The study used the knowledge, attitude, practice and outcome (KAP-O) framework. The specific purpose of the study was to examine the causes of variation in the outcomes of glycated hemoglobin (A1C), low-density lipoprotein cholesterol (LDLC), functional capacity (FC), and poor perceived health (PPH).An experimental study with a randomized control trial design involving 141 participants was conducted. The experimental group (N = 87) and control group (N = 52) were comparable in terms of demographics and major diagnoses. The experimental group received diabetes education. The control and experimental groups received usual customary care. Knowledge, attitude, practice, functional capacity and poor perceived health were measured before and after intervention using reliable and valid instruments. The study used a tailored attitudinal instrument.Glycated hemoglobin (A1C) and low-density lipoprotein cholesterol (LDLC) were measured before and after intervention. Multiple analytic strategies were applied to examine the experimental data.The four outcome variables of (A1C), (LDLC), (FC), and (PPH) did not constitute one common factor measurement model for outcome evaluation. Results of the Independent sample Revision

KMAP-O framework for care management research of patients with type 2 diabetes

“…Education on practice and outcomes: A study has reported that a health education intervention had a positive impact on the practice and outcomes of individuals with type 2 diabetes[ 22 ].…”

“…During a health education intervention that involved access to interactive, self-paced web-based tutorials supplemented with a printout, changes in the practices of healthy eating, physical activity, blood sugar monitoring, blood pressure monitoring, foot care, and avoidance of smoking were associated with significant improvements in the outcome of HbA1c levels[ 22 ].…”

“…It is concluded that diabetes care should not only pay attention to clinical symptoms or etiologies associated with diabetes, but also consider behavioral factors that could either impede or facilitate patient adherence and self-care management of a controllable chronic condition. Furthermore, the efficacy of health promotional strategies, using the KMAP-O framework, can be demonstrated by carefully designed and executed clinical trial studies that are augmented with health information technology[ 43 ].…”

Predictive Analytics for the KMAP-O Model in Design and Evaluation of Diabetes Care Management Research

“…Each component constitutes multi-dimensional constructs or domains. 14 Carefully formulated measurements for each component of the KMAP-O model are suggested as follows: The Knowledge (K) Component: Diabetes education is designed to improve the knowledge about etiologies, disease processes, therapeutic information, preventability, etc. It is expected that the knowledge enhancement could build the foundation for competencies.…”

Avaliação do desempenho da atenção primária em saúde através da análise envoltória de dados

“…, teste Kolmogorov-Smirnov (26) , teste de Kruskal-Wallis (10) , análise de cluster (14,24) ,análise de bootstrap (4,(12)(13)21,24,27) ,curva de crescimento de modelagem (28) , análise de Regressão dos Míninos Quadrados Ordinários (25) , método Biplot (24) , modelo de regressão logística (16) , modelo de regressão truncado (21), modelo de regressão Tobit (4,(8)(9)13,21,24,26,29) ,regressão linear múltipla modelo truncado (11) , modelo linear generalizado (12) , metodologia orderm…”