Education integrated into structured general practice care for Type 2 diabetic patients results in sustained improvement of disease knowledge and self‐care

Arend, I. J. M. Van Den; Stolk, Ronald P.; Rutten, G. E. H. M.; Schrijvers, Guus

doi:10.1046/j.1464-5491.2000.00232.x

Cited by 50 publications

(31 citation statements)

References 14 publications

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“…The results of another study [22] conducted in Netherland in which fo llow up was done after 12 months, indicated that primary care programs which integrated education into structured care were able to improve both the type 2 diabetic patient's knowledge about the disease and their self care behaviour. In a study [11] done in Gu jarat Refinery Hospital, Vadodara, it was found that quarterly health and nutrition education program fo r diabetics decrease blood sugar, weight and total fat intake.…”

Section: Discussionmentioning

confidence: 99%

Health Intervention Impact Assessment on Glycemic Status of Diabetic patients

Mahajan¹,

Kambali²,

Chokhandre³

et al. 2013

DIABETES

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Diabetes has been proved to be the leading cause of mo rbidity and mortality in developed countries, and is gradually emerg ing as an important health problem in developing countries as well. Diabetes, an iceberg disease could be described as the 'sleeping snake'-which bites when it wakes up. Diabetics, who are joyfully mov ing in and around us in the society, who are really not aware of the possible catastrophic end results of harbouring this 'sleeping snake'. This study was carried out to assess the impact of health intervention on life style, self care pract ices and Glycemic status of Diabetic patients. A cross-sectional study was conducted at Shivaji Nagar urban slu m which is a field practice area of Depart ment of Preventive and Social Medicine; of TN Medical Co llege Mu mbai, Ind ia. Diabetic patients above 40 years of age were included in this study. The informat ion was gathered by personal interview using semi-structured questionnaire. The collected data was numerically coded and entered in Microsoft Excel 2007 and then transferred to SPSS version 15.0 Added data was analysed with appropriate test and results were obtained. Out of 300 subjects183 (61%) were males, 146 (48.7%) patients were in the age group of 51-60. Before intervention 178 (59.3%) patients' had Body mass index (BMI) > 25 kg/ m 2 and they had poor control over blood sugar. Significant improvement in life style, self care practices; illness perception and Glycemic status of patients were seen after health intervention. People have to be educated through mass media about Diabetes and its risk factors like consumption of food having high Glycemic index, alcohol etc. People have to be educated on the importance of regular physical exercises and should be encouraged to do the same.

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Section: Discussionmentioning

confidence: 99%

Health Intervention Impact Assessment on Glycemic Status of Diabetic patients

Mahajan¹,

Kambali²,

Chokhandre³

et al. 2013

DIABETES

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“…Although several researchers have failed to provide instrument validation information (Clark et al, 2002;Haywood, Goldenberg, Bronstein, Nelson, & Carlo, 1994;Wallace, Wu, Weinstein, Gorenflo, & Fetters, 2004), other investigators have demonstrated ideal strategies for validation and implementation of perception and knowledge assessment methods (Flynn & Goldsmith, 1999;Khan, Awonuga, Dwarakanath, & Taylor, 2001;van den Arend et al, 2000).…”

Section: At Perceptions About Continuing Educationmentioning

confidence: 99%

“…Again, the relationship between actual knowledge indicators and perceived knowledge indicators are poorly related. In an investigation about patient knowledge about diabetes self-care, participants (n=243) completed a validated multipart questionnaire (van den Arend et al, 2000). Researchers measured knowledge, self-care behavior and disease perceptions before and after (6 months and 12 months) participation in a patient care course.…”

Section: At Perceptions About Continuing Educationmentioning

confidence: 99%

“…Investigators have measured subjective or perceived knowledge (Flynn & Goldsmith, 1999;Khan et al, 2001;van den Arend et al, 2000), yet most researchers failed to provide rigorous validation of their instruments (Clark et al, 2002;Haywood et al, 1994;Wallace et al, 2004). The PKQ is a 16-item questionnaire (Table 8) modified from a validated subjective knowledge five item assessment tool developed by Flynn and Goldsmith (1999).…”

Section: Perceived Knowledge Questionnairementioning

confidence: 99%

“…Researchers measure such knowledge gaps by comparing perceived knowledge, defined as what the learner thinks he or she knows, with actual knowledge, what the learner actually knows. A poor relationship exists between perceived knowledge and actual knowledge (Clark, Jackson, & Allen-Taylor, 2002;Drass, Muir-Nash, Boykin, Turek, & Baker, 1989;El-Deirawi & Zuraikat, 2001;van den Arend, Stolk, Rutten, & Schrijvers, 2000), suggesting that most learners are unaware of their knowledge gap or are not self-directed and are therefore not likely to pursue CE. Without adequate professional or personal experiences, all learners, even self-directed learners, may require external feedback to identify the gap in their knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Effect of Performance Feedback on Perceived Knowledge and Likelihood to Pursue Continuing Education

Eberman¹

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To all my family and friends, I am thankful for your patience and willingness to help, even when it seemed helpless. To my mother and father, thank you for instilling the need to learn and the desire to succeed. To Ryan, you remind me to be content with today, but give me hope for more tomorrow. To Blair, thank you for bringing out the child in me-we will always be young at heart if we have each other. To my running buddies Jenn and Pattie, thank you for helping me find a way to relieve the anxiety to this seemingly impossible obstacle. To all those that helped in my many times of need, you know who you are and I am indebted to you always. The purpose of this study was to assess the effect of performance feedback on Athletic Trainers' (ATs) perceived knowledge (PK) and likelihood to pursue continuing education (CE). The investigation was grounded in the theories of "the definition of the situation" (Thomas & Thomas, 1928) and the "illusion of knowing," (Glenberg, Wilkinson, & Epstein, 1982) suggesting that PK drives behavior. This investigation measured the degree to which knowledge gap predicted CE seeking behavior by providing performance feedback designed to change PK.A pre-test post-test control-group design was used to measure PK and likelihood to pursue CE before and after assessing actual knowledge. ATs (n=103) were randomly sampled and assigned to two groups, with and without performance feedback. Two independent samples t-tests were used to compare groups on the difference scores of the dependent variables. Likelihood to pursue CE was predicted by three variables using multiple linear regression: perceived knowledge, pre-test likelihood to pursue CE, and knowledge gap. In this investigation, performance feedback significantly increased participants' likelihood to pursue CE. Pre-test knowledge gap was a significant predictor of likelihood to pursue CE, regardless if performance feedback was provided. ATs may have selfassessed and engaged in internal feedback as a result of their test-taking experience.These findings indicate that feedback, both internal and external, may be necessary to trigger CE seeking behavior.

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