Long-term outcomes from a multiple-risk-factor diabetes trial for Latinas: ¡Viva Bien!

Toobert, Deborah J.; Strycker, Lisa A.; King, Diane K.; Barrera, Manuel; Osuna, Diego; Glasgow, Russell E.

doi:10.1007/s13142-010-0011-1

Cited by 75 publications

(145 citation statements)

References 68 publications

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“…33,49,50,54,55 While we did find that all participants had improvements in A1C at 3 months, this improvement was not sustained at 6 months. Participants may not have maintained the skills they gained after the weekly contact ended.…”

Section: Discussioncontrasting

confidence: 54%

“…While some studies have demonstrated no improvements in diabetes outcomes using a lay leader approach, 33,49,50,[54][55][56] several other studies have noted that trained peers can effectively lead self-management education interventions in community settings and improve clinical outcomes. 13,19,20,[22][23][24]26,27,[57][58][59][60] Studies with Mexican Americans with diabetes utilizing peer-led diabetes self-management interventions have found improvements in glucose control.…”

Section: Discussionmentioning

confidence: 99%

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Picture Good Health: A Church-Based Self-Management Intervention Among Latino Adults with Diabetes

et al. 2015

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BACKGROUND: Churches may provide a familiar and accessible setting for chronic disease self-management education and social support for Latinos with diabetes. OBJECTIVE: We assessed the impact of a multi-faceted church-based diabetes self-management intervention on diabetes outcomes among Latino adults. DESIGN: This was a community-based, randomized controlled, pilot study. SUBJECTS: One-hundred adults with self-reported diabetes from a Midwestern, urban, low-income MexicanAmerican neighborhood were included in the study. INTERVENTIONS: Intervention participants were enrolled in a church-based diabetes self-management program that included eight weekly group classes led by trained lay leaders. Enhanced usual care participants attended one 90-minute lecture on diabetes selfmanagement at a local church. OUTCOME MEASURES: The primary outcome was change in glycosylated hemoglobin (A1C). Secondary outcomes included changes in low-density lipoproteins (LDL), blood pressure, weight, and diabetes self-care practices. KEY RESULTS: Participants' mean age was 54±12 years, 81 % were female, 98 % were Latino, and 51 % were uninsured. At 3 months, study participants in both arms decreased their A1C from baseline (−0.32 %, 95 % confidence interval [CI]: -0.62, -0.02 %). The difference in change in A1C, LDL, blood pressure and weight from baseline to 3-month and 6-month follow-up was not statistically significant between the intervention and enhanced usual care groups. Intervention participants

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Section: Discussioncontrasting

confidence: 54%

Section: Discussionmentioning

confidence: 99%

Picture Good Health: A Church-Based Self-Management Intervention Among Latino Adults with Diabetes

et al. 2015

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“…Besides this important reduction, DSME has a positive effect on other clinical, psychosocial, and behavioral aspects of diabetes. DSME/S is reported to reduce the onset and/or advancement of diabetes complications (21,22), to improve quality of life (19,(23)(24)(25)(26) and lifestyle behaviors such as having a more healthful eating pattern and engaging in regular physical activity (27), to enhance self-efficacy and empowerment (28), to increase healthy coping (29), and to decrease the presence of diabetes-related distress (16,30) and depression (31,32). These improvements clearly reaffirm the importance and value-added benefit of DSME.…”

mentioning

confidence: 99%

Diabetes Self-management Education and Support in Type 2 Diabetes: A Joint Position Statement of the American Diabetes Association, the American Association of Diabetes Educators, and the Academy of Nutrition and Dietetics

et al. 2015

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Diabetes is a chronic disease that requires a person with diabetes to make a multitude of daily self-management decisions and to perform complex care activities. Diabetes self-management education and support (DSME/S) provides the foundation to help people with diabetes to navigate these decisions and activities and has been shown to improve health outcomes (1-7). Diabetes self-management education (DSME) is the process of facilitating the knowledge, skill, and ability necessary for diabetes self-care. Diabetes self-management support (DSMS) refers to the support that is required for implementing and sustaining coping skills and behaviors needed to self-manage on an ongoing basis. (See further definitions in Table 1.) Although different members of the health care team and community can contribute to this process, it is important for health care providers and their practice settings to have the resources and a systematic referral process to ensure that patients with type 2 diabetes receive both DSME and DSMS in a consistent manner. The initial DSME is typically provided by a health professional, whereas ongoing support can be provided by personnel within a practice and a variety of community-based resources. DSME/S programs are designed to address the patient's health beliefs, cultural needs, current knowledge, physical limitations, emotional concerns, family support, financial status, medical history, health literacy, numeracy, and other factors that influence each person's ability to meet the challenges of self-management.It is the position of the American Diabetes Association (ADA) that all individuals with diabetes receive DSME/S at diagnosis and as needed thereafter (8). This position statement focuses on the particular needs of individuals with type 2 diabetes. The needs will be similar to those of people with other types of diabetes (type 1 diabetes, prediabetes, and gestational diabetes mellitus); however, the research and examples referred to in this article focus on type 2 diabetes. The goals of the position statement are ultimately to improve the patient experience of care and education, to improve the health of individuals and populations, and to reduce diabetes-associated per capita health care costs (9). The use of the diabetes education algorithm presented in this position statement defines when, what, and how DSME/S should be provided for adults with type 2 diabetes.

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“…They are available in different formats, including individual and group-based interventions conducted in hospitals, medical homes or other care organisations, as well as IT based (e.g., web-based or phone-based programmes) (Powers et al, 2015). DSME programmes have been shown to produce positive effects on clinical, psychological and behavioral outcomes in diabetic patients, including improved glycaemic control (Brunisholz et al, 2014;Ellis et al, 2004;Steinsbekk, Rygg, Lisulo, Rise and Fretheim, 2012;Weaver et al, 2014), improved quality of life (Cochran and Conn, 2008;Powers et al, 2015;Tang, Funnell and Oh, 2012;Thorpe et al, 2013), increased diabetes knowledge (Steinsbekk et al, 2012) healthier lifestyle behaviours (Tang et al, 2012;Toobert et al, 2011), more healthy coping (Thorpe et al, 2013) and enhanced self-efficacy (Steinsbekk et al, 2012;Tang et al, 2012).…”

mentioning

confidence: 99%

The impact of health literacy on diabetes self-management education

Vandenbosch

Broucke

Schinckus

et al. 2018

Health Education Journal

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Background. Diabetes self-management education (DSME) is generally considered to be a key determinant of the treatment outcomes and related costs of diabetes mellitus. While DSME programmes generally have positive outcomes, their effects may depend on certain factors such as the type of programmes provided and patients' level of health literacy (HL). Low HL has been associated with poorer self-management behaviours and poor medication adherence in diabetic patients, but its impact on the effects of DSME has not yet been systematically investigated. This study aimed to investigate the influence of HL on the self-reported effects of DSME programmes while taking the type of programme into consideration. Method. 366 diabetic patients from nine countries completed a questionnaire measuring HL, selfmanagement behaviours, problem perception, coping, perceived general health and well-being before and after participating in a DSME programme. Results. DSME programmes were found to have positive effects on self-reported self-management behaviours and almost all psychological and health outcomes, regardless of HL level. Patients with high HL scored better on several diabetes outcomes than those with low HL, but all patients described benefiting from DSME. Individual and group-based programmes resulted in more positive effects on several diabetes outcomes than self-help groups, but no interaction with HL was found. Conclusion. Our findings confirm those of previous studies showing that DSME programmes have positive effects and that low HL is associated with lower diabetes outcomes, but do not support the assumption that the effects of DSME programmes are influenced by the patient's HL. However, due to the limitations of this study, further investigation is necessary to support these findings and improve our understanding about the impact of HL on DSME programmes' effectiveness.

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Long-term outcomes from a multiple-risk-factor diabetes trial for Latinas: ¡Viva Bien!

Cited by 75 publications

References 68 publications

Picture Good Health: A Church-Based Self-Management Intervention Among Latino Adults with Diabetes

Picture Good Health: A Church-Based Self-Management Intervention Among Latino Adults with Diabetes

Diabetes Self-management Education and Support in Type 2 Diabetes: A Joint Position Statement of the American Diabetes Association, the American Association of Diabetes Educators, and the Academy of Nutrition and Dietetics

The impact of health literacy on diabetes self-management education

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