Observation of the effect of one-to-one education on high-risk cases of diabetic foot

Abstract

BACKGROUND Diabetes is a common chronic disease, and its global incidence is on the rise. The disease is directly attributed to insufficient insulin efficacy/secretion, and patients are often accompanied by multiple complications. Diabetic foot is one of the most common complications of diabetes. Diabetic feet have ulcers and infections, which can eventually lead to amputation. Basic nursing care, such as lowering blood pressure and preventing foot skin infections in clinical nursing work, has positive significance for the prevention and control of diabetic feet. AIM To explore the positive significance of one-to-one education in high-risk cases of diabetic foot. METHODS This observation included 98 high-risk cases of diabetic foot in our hospital during the period from August 2017 to October 2019, and these patients were randomly divided into the basic nursing group and the one-to-one education group with 49 patients per group. The basic nursing group only received routine basic nursing, while the one-to-one education group gave patients one-to-one education on the basis of basic nursing. After nursing, the self-care ability and compliance behavior of the two groups were evaluated and compared between these two groups. The knowledge mastery of the patient and the satisfaction of nursing were accounted. RESULTS The assessment results of patients (self-care responsibility, self-care skills, self-concept and self-care knowledge) were significantly higher in the one-to-one education group than in the basic nursing group. The scores of compliance behaviors (foot bathing, shoes and socks selection, sports health care) in the one-to-one education group were significantly higher than those in the basic nursing group. Patients in the one-to-one education group had a significantly higher level of knowledge mastery and satisfaction of nursing than the basic nursing group. CONCLUSION One-to-one education for high-risk cases of diabetic foot is helpful to improve the cognition and self-care ability of patients with diabetic foot, to ensure that patients follow the doctor’s advice of self-care and to improve their nursing satisfaction.

Enhancing Self-Management Skills of Patients With Existing Diabetic Foot Ulcerations

“…The greatest improvements pertained to patient knowledge of temperature protection guidelines, how to conduct a foot assessment, ability to accurately perform a foot self-assessment, and articulate contributory factors for DFUs. Project findings regarding the NA-FCIB's effectiveness are congruent with existing evidence that supports simple, habitual, early teaching and reinforcement of proactive, preventative measures that patients can take to address further progression the disease 16,25,29–33,35,46–48. Project findings also provide support for educational interventions that address patient empowerment and nurse-patient collaboration as important components of care 49…”

“…The effectiveness of these best practices is found in multiple clinical guidelines and best practice documents. [22][23][24][25][26] Supporting research is limited, perhaps because of the simplicity, minimal risk, and inherent plausibility of these interventions, or the challenges created when attempting to measure self-care accomplished in a community-dwelling setting.…”

“…Systematic reviews, meta-analyses, and multiple randomized clinical trials indicate a positive relationship between frequent glucose monitoring, dietary management, and glycemic control as measured by HgbA 1c levels. Poorer glycemic control is associated with greater risk of DFUs 22–25…”

“…Education is the principal strategy to promote glycemic control and patient self-assessment and management 25,26. Several randomized, control studies indicate that educational interventions promoting patient self-management of diabetes are associated with improved glycemic control 27–29.…”

Effect of Health Belief Model Education on Increasing Cognition and Self-Care Behaviour among Elderly Women with Malignant Gynaecological Tumours in Fujian, China

“…For each item, “0 (never) to 4 (always)” was chosen in response to the item, and the total score was 100. The self-care ability scale was used as follows [ 16 , 17 ]: the scale included 11 items assessing various domains, such as self-care skills, self-concept, self-care responsibility, and self-care knowledge. Each item had a score of 0–4 points.…”