A Call for More Effectively Integrating Behavioral and Social Science Principles Into Comprehensive Diabetes Care

Fisher, Lawrence; Glasgow, Russell E.

doi:10.2337/dc07-1166

Cited by 39 publications

(32 citation statements)

References 33 publications

(16 reference statements)

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“…Therefore, a theoretical foundation is recommended for planning behaviour intervention programmes (Anderson, Funnel & Hernandez 2005:515;Fischer & Glasgow 2007:2433Knight et al 2006:498). Theory facilitates our understanding of the relationships that exist between the factors that influence behaviour change (Anderson et al 2005:518;Chapman et al 1995:27;McKenzie, Neiger & Smeltzer 2005:147-148).…”

Section: Behaviour-focused Approach Based On Appropriate Theories/modelsmentioning

confidence: 99%

“…Education programmes must be matched to the needs and abilities of the patient (Clement 1995(Clement :1210PADA 1996PADA :1184Fischer & Glasgow 2007:2746 if they are to be effective. Messages and materials that are customised to address the unique needs and concerns of specific patients have been shown to be effective in changing health-related behaviour (Clark 2002:183-4;Kreuter & Strecher 1996:103).…”

Section: Tailored Interventionmentioning

confidence: 99%

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Elements of effective nutrition education for adults with diabetes mellitus in resource-poor settings: A review

Muchiri

Gericke

Rheeder³

2009

Health SA Gesondheid

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This review article highlights the key factors that need consideration in planning an effective nutrition education programme for adults with type 2 diabetes mellitus in resource-poor settings.Type 2 diabetes is increasing to epidemic levels globally. Low socio-economic status is associated with poorer health outcomes and a higher economic burden. Individuals with diabetes cite dietary adherence as the most diffi cult self-care area. Effective nutrition education achieves the desired goals and outcomes, which include appropriate change in dietary behaviour, improved glycaemic control, plasma lipid levels, blood pressure and body weight, as well as improved potential mediators (knowledge, skills and attitudes). Elements that contribute to a successful nutrition education programme include interventions tailored to the needs, abilities and socio-cultural context of the target group, the active involvement of the patient, a behaviour-focused approach based on appropriate theory, suitable delivery methods and individual/group approaches. Adequate contact time with an educator (> 10 hours), the educator's competence, provision of social support and follow-up intervention are also crucial.Effectively educating diabetic individuals from resource-poor settings in nutrition is a challenging task. It needs innovative and skilled educators who are sensitive to the unique needs of the target group and who use appropriate approaches to address these needs. OPSOMMINGHierdie artikel beklemtoon die sleutelfaktore wat in oorweging geneem moet word wanneer 'n effektiewe voedingsopleidingprogram vir volwassenes met tipe 2-diabetes uit hulpbron-arm agtergronde beplan word.Tipe 2-diabetes is besig om globaal tot epidemiese vlakke toe te neem. Lae sosio-ekonomiese status word geassosieer met swakker gesondheidsresultate en 'n hoër ekonomiese las. Dieetnakoming word deur persone met diabetes as die moeilikste selfversorgingsgebied uitgewys. Doeltreffende voedingsopleiding bereik die gewenste doelwitte en resultate wat toepaslike veranderings in dieetgedrag, verbeterde glisemiese beheer, verbeterde bloedlipiede, bloeddruk en liggaams-gewig, en verbeterde potensiële bemiddelaars (kennis, vaardighede en houdings), insluit. Elemente wat tot 'n suksesvolle voedingsopleidingprogram bydra, sluit ingrypings in wat geskoei is op die behoeftes, vaardighede en sosiaal-kulturele konteks van die teikengroep, aktiewe betrekking van die pasient, gebruik van 'n benadering wat ingestel is op gedrag en gegrond is op toepaslike teorie, toepaslike metodes van afl ewering en individuele/groepbenaderings, geskikte duur en kontaktyd (> 10 uur), een wat vir sosiale ondersteuning en opvolgintervensie sorg, en deur 'n bedrewe verskaffer bemiddel word.Om diabetiese individue uit hulpbron-arm agtergronde op te lei in voeding is 'n uitdagende taak wat vindingryke en bedrewe opvoeders verg. Hierdie opvoeders moet sensitief wees vir die unieke behoeftes van die teikengroep en toepaslike benaderings volg om genoemde behoeftes aan te spreek.

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Section: Behaviour-focused Approach Based On Appropriate Theories/modelsmentioning

confidence: 99%

Section: Tailored Interventionmentioning

confidence: 99%

Elements of effective nutrition education for adults with diabetes mellitus in resource-poor settings: A review

Muchiri

Gericke

Rheeder³

2009

Health SA Gesondheid

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“…It is generally agreed that regular physical activity, weight control, balanced diet, blood glucose monitoring, and appropriate medication management are key components of diabetes self-care [14]. However, there is often a gap between patients' knowledge of desired healthcare and consistently engaging in the behavior necessary to accomplish the healthcare tasks.…”

Section: Common Barriers To Optimal Diabetes Self-carementioning

confidence: 97%

“…Intervention approaches have included reinforcement, self-monitoring, shaping, and contracting [12,13]. Further, recent research has called for the integration of behavioral learning principles into comprehensive diabetes care to improve patient outcomes and family functioning [14][15][16]. We propose that behavioral learning principles are the key to the vast majority of empirically supported interventions that have demonstrated effectiveness improving adherence and other aspects of diabetes care (see Table 1 for a summary of examples).…”

Section: Introductionmentioning

confidence: 97%

Diabetes and Behavioral Learning Principles: Often Neglected yet Well-Known and Empirically Validated Means of Optimizing Diabetes Care Behavior

Stoeckel

Duke

2015

Curr Diab Rep

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Managing diabetes is known to be invasive, pervasive, and unrelenting, making adherence to the treatment regimen difficult to accomplish. Ongoing clinical and research efforts have attempted to address the struggles faced by youth and adults with diabetes. Recent research supports the integration of behavioral interventions into clinical practice to assist patients and families with the goal of improving health outcomes. Empirically supported and well-documented behavioral learning principles, particularly positive reinforcement, are often underutilized in modern diabetes care. We posit that most diabetes care providers are aware of these principles. However, the constraints of today's medical systems have become significant barriers to purposefully and consistently applying them to promote improved diabetes care. We provide a brief overview of basic behavioral principles and common barriers to implementation, discuss relevant interventions, and present several examples of applications in clinical settings. We conclude with recommendations to raise awareness regarding the importance of consistently integrating relevant behavioral learning principles and interventions into diabetes care settings.

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“…Nonetheless, in clinical practice, a structured TPE is not delivered to all people with diabetes. Some data are dismaying: \50 % (about 35-40 %) of diabetic people ever attend a diabetes education/behavioral intervention program and about 50 % complete the program [20]. This is a serious problem that should be avoided.…”

mentioning

confidence: 99%

Structured therapeutic education in diabetes: is it time to re-write the chapter on the prevention of diabetic complications?

Gazzaruso¹,

Fodaro²,

Coppola³

2016

Endocrine

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A Call for More Effectively Integrating Behavioral and Social Science Principles Into Comprehensive Diabetes Care

Cited by 39 publications

References 33 publications

Elements of effective nutrition education for adults with diabetes mellitus in resource-poor settings: A review

Elements of effective nutrition education for adults with diabetes mellitus in resource-poor settings: A review

Diabetes and Behavioral Learning Principles: Often Neglected yet Well-Known and Empirically Validated Means of Optimizing Diabetes Care Behavior

Structured therapeutic education in diabetes: is it time to re-write the chapter on the prevention of diabetic complications?

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