Type 1 diabetes structured education: what are the core self‐management behaviours?

Grant, Lisa; Lawton, Julia; Hopkins, David; Elliott, Jackie; Lucas, S; Clark, Marie; MacLellan, I.; Davies, Mark; Heller, Simon; Cooke, Dennis

doi:10.1111/dme.12164

Cited by 26 publications

(30 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The educational programs currently used to train patients and caregivers in diabetes management are diverse, despite the similar topics and issues [3]. It is also important to note that focusing education programs closely on the medical knowledge and physiology of diabetes alone does not guarantee the correct treatment [4].…”

Section: Treatment Of Diabetes Remains a Huge Challengementioning

confidence: 99%

Empowerment in the Treatment of Diabetes and Obesity

Łuczyński

Głowińska-Olszewska

Bossowski

2016

Journal of Diabetes Research

View full text Add to dashboard Cite

As the available therapies for diabetes and obesity are not effective enough, diabetologists and educators search for new methods to collaborate with patients in order to support their health behaviors. The aim of this review is to discuss perspectives for the development of new empowerment-type therapies in the treatment of diabetes/obesity. Empowerment is a process whereby patients gain the necessary knowledge to influence their own behavior to improve the quality of their lives. It is carried out in five stages: (1) identify the problem, (2) explain the feelings and meanings, (3) build a plan, (4) act, and (5) experience and assess the execution. Although many years have passed since the advent and popularization of the concept of empowerment, the area remains controversial, mainly with regard to the methodology of therapy. Some previous studies have confirmed the positive effect of empowerment on body weight, metabolic control, and quality of life of patients with type 2 diabetes; however, few studies have been conducted in patients with type 1 diabetes. There is still a need to confirm the effectiveness of empowerment in accordance with Evidence Based Medicine by performing long-term observational studies in a large group of patients. In future, empowerment may become part of the standard of care for patients with diabetes and/or obesity.

show abstract

Section: Treatment Of Diabetes Remains a Huge Challengementioning

confidence: 99%

Empowerment in the Treatment of Diabetes and Obesity

Łuczyński

Głowińska-Olszewska

Bossowski

2016

Journal of Diabetes Research

View full text Add to dashboard Cite

show abstract

“…Effective self-management of T1D has evolved to require patients to have an ability to formulate algorithms for insulin replacement dependent upon a complex array of interactive physiological parameters [1]. These parameters include consideration for dietary carbohydrate content and metabolism [2–5], personal glycemic patterns [6, 7], and adjustment for situations such as exercise or sick days [8].…”

Section: Introductionmentioning

confidence: 99%

“…Research has supported this transformation [33–35]. A recent development has been the move to conduct structured group diabetes education courses [1, 18]. A theoretical basis in Social Learning Theory, which emphasizes skills attainment through observation, imitation, and modeling, has driven this development [36].…”

Section: Introductionmentioning

confidence: 99%

“…A theoretical basis in Social Learning Theory, which emphasizes skills attainment through observation, imitation, and modeling, has driven this development [36]. One internationally prominent course is the Dose Adjustment for Normal Eating (DAFNE) program [37] available in the United Kingdom, Ireland, Australia, Singapore, and Kuwait [1, 13, 37, 38]. The course evolved from the German Structured Teaching and Treatment Programme [39].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Diabetes Education: the Experiences of Young Adults with Type 1 Diabetes

et al. 2014

View full text Add to dashboard Cite

IntroductionClinician-led diabetes education is a fundamental component of care to assist people with Type 1 diabetes (T1D) self-manage their disease. Recent initiatives to incorporate a more patient-centered approach to diabetes education have included recommendations to make such education more individualized. Yet there is a dearth of research that identifies patients’ perceptions of clinician-led diabetes education. We aimed to describe the experience of diabetes education from the perspective of young adults with T1D.MethodsWe designed a self-reported survey for Australian adults, aged 18–35 years, with T1D. Participants (n = 150) were recruited by advertisements through diabetes consumer-organizations. Respondents were asked to rate aspects of clinician-led diabetes education and identify sources of self-education. To expand on the results of the survey we interviewed 33 respondents in focus groups.ResultsSurvey: The majority of respondents (56.0%) were satisfied with the amount of continuing clinician-led diabetes education; 96.7% sought further self-education; 73.3% sourced more diabetes education themselves than that provided by their clinicians; 80.7% referred to diabetes organization websites for further education; and 30.0% used online chat-rooms and blogs for education. Focus groups: The three key themes that emerged from the interview data were deficiencies related to the pedagogy of diabetes education; knowledge deficiencies arising from the gap between theoretical diabetes education and practical reality; and the need for and problems associated with autonomous and peer-led diabetes education.ConclusionOur findings indicate that there are opportunities to improve clinician led-diabetes education to improve patient outcomes by enhancing autonomous health-literacy skills and to incorporate peer-led diabetes education and support with clinician-led education. The results provide evidence for the potential value of patient engagement in quality improvement and health-service redesign.Electronic supplementary materialThe online version of this article (doi:10.1007/s13300-014-0056-0) contains supplementary material, which is available to authorized users.

show abstract

“…While the psychological and social sequelae of being given a diagnosis of Type 1 diabetes are well described in childhood and adolescence [2,3], little is known about the psychosocial impact of diabetes in the adult-onset population [4,5]. Adaptation to diabetes in the adultonset population is also distinct, as people are usually given full responsibility for their self-management practices from the outset, without the same degree of external mediation and support as would be in place for a child [6,7]. Adaptation to diabetes in the adultonset population is also distinct, as people are usually given full responsibility for their self-management practices from the outset, without the same degree of external mediation and support as would be in place for a child [6,7].…”

Section: Introductionmentioning

confidence: 99%

Learning about Type 1 diabetes and learning to live with it when diagnosed in adulthood: two distinct but inter‐related psychological processes of adaptation A qualitative longitudinal study

et al. 2018

View full text Add to dashboard Cite

Aim To explore the experiences of adults with newly diagnosed Type 1 diabetes in order to understand the adaptive processes that occur in the early phase of the condition.Methods We conducted longitudinal semi-structured interviews with 30 adults newly diagnosed with Type 1 diabetes (age range 20-67 years; 16 men; median diabetes duration 23.5 months), recruited from hospitals in Denmark and the UK. The data were analysed using a narrative approach.Results The narratives could be grouped into three thematic areas: the diagnosis; learning about diabetes; and learning to live with diabetes. Diabetes was characterized as a major disruptor to the established and future life plans of participants, causing significant emotional distress. The narratives showed how early experiences triggered the development of ongoing psychological problems (fear of complications or hypoglycaemia) and diabetes distress, and that navigating different social scenarios (relationships and employment) could be challenging, leading to suboptimal selfmanagement behaviours. The narratives also showed that health professionals often did not attend effectively to participants' emotional needs after diagnosis, and that the language used frequently triggered negative feelings, such as fear or a sense of failure.Conclusions Many of the common psychosocial problems associated with Type 1 diabetes seem to gestate in the early phase of life with the condition. There appear to be opportunities to enhance the support provided in this phase to minimize these problems.

show abstract

Type 1 diabetes structured education: what are the core self‐management behaviours?

Cited by 26 publications

References 21 publications

Empowerment in the Treatment of Diabetes and Obesity

Empowerment in the Treatment of Diabetes and Obesity

Diabetes Education: the Experiences of Young Adults with Type 1 Diabetes

Learning about Type 1 diabetes and learning to live with it when diagnosed in adulthood: two distinct but inter‐related psychological processes of adaptation A qualitative longitudinal study

Contact Info

Product

Resources

About