scholarly journals Experiences of self-management among young adults with Type 1 diabetes in the context of a structured education programme: a qualitative study

2018 ◽  
Vol 35 (11) ◽  
pp. 1531-1537 ◽  
Author(s):  
T. Sanders ◽  
J. Elliott ◽  
P. Norman ◽  
B. Johnson ◽  
S. Heller
Keyword(s):  
Type 1 Diabetes ◽  
Young Adults ◽  
Qualitative Study ◽  
Education Programme ◽  
Self Management ◽  
Structured Education

scholarly journals Establishment of a type 1 diabetes structured education programme suitable for Chinese patients: Type 1 Diabetes Education in Lifestyle and Self Adjustment (TELSA)

2020 ◽  
Author(s):  
Yuting Xie ◽  
Fang Liu ◽  
Fansu Huang ◽  
Chunna Lan ◽  
Jia Guo ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Quality Assurance ◽  
Diabetes Education ◽  
Insulin Dose ◽  
Education Programme ◽  
Chinese Patients ◽  
Self Management ◽  
Structured Interviews ◽  
Structured Education

Abstract Background: Various guidelines recommend that all adults diagnosed with type 1 diabetes (T1D) should be offered an evidence based, structured education programme (SEP) to optimize self-management care. China has a 13,000 annual increase in newly diagnosed T1D cases and is now the fourth largest country in the number of new T1D cases per year. However, there is yet no validated SEP targeted to T1D patients in China. The purpose of this study is to establish a structured T1D self-management education programme—‘Type 1 Diabetes Education in Lifestyle and Self Adjustment’ (TELSA) that is adapted to medical and cultural practices in China. Methods: TELSA programme was developed based on the ADDIE model, following three steps: i) Semi-structured interviews were administered to 10 healthcare professionals (HCPs) and 13 T1D patients. Different topic guides, focusing on 4 dimensions including goals, contents, format of delivery, and quality assurance, were designed for either HCPs or patients. The interviews were recorded and analysed with thematic analysis. ii) Extracted themes were modified according to Delphi consultation. iii) Preliminary courses were conducted as pilot study to evaluate the effects of TELSA and optimization of the curriculum was finalized accordingly. Results: A total of 18 themes in 4 dimensions of the programme design were identified in the final version: i) goals: ‘behaviour modification’ and ‘outcome improvement’; ii) contents: ‘living with T1D’, ‘self-monitoring of blood glucose’, ‘knowing insulin’, ‘insulin dose adjustment’, ‘carbohydrates and carbohydrate counting’, ‘hypoglycaemia’, ‘complications’, ‘managing psychological issues’, ‘physical activities’, and ‘question-and-answer’; iii) format: ‘multidisciplinary team combined with peer support’, ‘face-to-face education followed with distal learning’, and ‘2-day programme held on weekends’; and iv) quality assurance: ‘after-class quiz’, ‘patients’ feedback’, and ‘long-term evaluation on effectiveness’. Conclusions: A type 1 diabetes structured education programme in China was set up and shown to be applicable under local medical, social, and cultural environment.

scholarly journals Establishment of a type 1 diabetes structured education programme suitable for Chinese patients: Type 1 Diabetes Education in Lifestyle and Self Adjustment (TELSA)

2020 ◽  
Author(s):  
Yuting Xie ◽  
Fang Liu ◽  
Fansu Huang ◽  
Chunna Lan ◽  
Jia Guo ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Quality Assurance ◽  
Diabetes Education ◽  
Insulin Dose ◽  
Education Programme ◽  
Chinese Patients ◽  
Self Management ◽  
Structured Interviews ◽  
Structured Education

Abstract Background: Various guidelines recommend that all adults diagnosed with type 1 diabetes (T1D) should be offered an evidence based, structured education programme (SEP) to optimize self-management care. China has a 13,000 annual increase in newly diagnosed T1D cases, of which 65% are adults. However, there is yet no validated SEP targeted to T1D patients in China. The purpose of this study is to establish a structured T1D self-management education programme—‘Type 1 Diabetes Education in Lifestyle and Self Adjustment’ (TELSA) that is adapted to medical and cultural practices in China. Methods: TELSA programme was developed based on the ADDIE model, following three steps: i) Semi-structured interviews were administered to 10 healthcare professionals (HCPs) and 13 T1D patients. Different topic guides, focusing on 4 dimensions including goals, contents, format of delivery, and quality assurance, were designed for either HCPs or patients. The interviews were recorded and analysed with thematic analysis. ii) Extracted themes were modified according to Delphi consultation. iii) Preliminary courses were conducted as pilot study to evaluate the effects of TELSA and optimization of the curriculum was finalized accordingly. Results: A total of 18 themes in 4 dimensions of the programme design were identified in the final version: i) goals: ‘behaviour modification’ and ‘outcome improvement’; ii) contents: ‘living with T1D’, ‘self-monitoring of blood glucose’, ‘knowing insulin’, ‘insulin dose adjustment’, ‘carbohydrates and carbohydrate counting’, ‘hypoglycaemia’, ‘complications of diabetes’, ‘managing psychological issues’, ‘physical activity’, and ‘question-and-answer’; iii) format: ‘multidisciplinary team combined with peer support’, ‘face-to-face education followed by remote learning’, and ‘2-day programme held on weekends’; and iv) quality assurance: ‘after-class quiz’, ‘patients’ feedback’, and ‘long-term evaluation on effectiveness’. Conclusions: A type 1 diabetes structured education programme in China was set up and shown to be applicable under local medical, social, and cultural environment.

scholarly journals Establishment of a type 1 diabetes structured education programme suitable for Chinese patients: Type 1 Diabetes Education in Lifestyle and Self Adjustment (TELSA)

2020 ◽  
Author(s):  
Yuting Xie ◽  
Fang Liu ◽  
Fansu Huang ◽  
Chunna Lan ◽  
Jia Guo ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Quality Assurance ◽  
Diabetes Education ◽  
Insulin Dose ◽  
Education Programme ◽  
Chinese Patients ◽  
Self Management ◽  
Structured Interviews ◽  
Structured Education

Abstract Background: Various guidelines recommend that all adults diagnosed with type 1 diabetes (T1D) should be offered an evidence based, structured education programme (SEP) to optimize self-management care. China has a 13,000 annual increase in newly diagnosed T1D cases, of which 65% are adults. However, there is yet no validated SEP targeted to T1D patients in China. The purpose of this study is to establish a structured T1D self-management education programme—‘Type 1 Diabetes Education in Lifestyle and Self Adjustment’ (TELSA) that is adapted to medical and cultural practices in China. Methods: TELSA programme was developed based on the ADDIE model, following three steps: i) Semi-structured interviews were administered to 10 healthcare professionals (HCPs) and 13 T1D patients. Different topic guides, focusing on 4 dimensions including goals, contents, format of delivery, and quality assurance, were designed for either HCPs or patients. The interviews were recorded and analysed with thematic analysis. ii) Extracted themes were modified according to Delphi consultation. iii) Preliminary courses were conducted as pilot study to evaluate the effects of TELSA and optimization of the curriculum was finalized accordingly. Results: A total of 18 themes in 4 dimensions of the programme design were identified in the final version: i) goals: ‘behaviour modification’ and ‘outcome improvement’; ii) contents: ‘living with T1D’, ‘self-monitoring of blood glucose’, ‘knowing insulin’, ‘insulin dose adjustment’, ‘carbohydrates and carbohydrate counting’, ‘hypoglycaemia’, ‘complications of diabetes’, ‘managing psychological issues’, ‘physical activity’, and ‘question-and-answer’; iii) format: ‘multidisciplinary team combined with peer support’, ‘face-to-face education followed by remote learning’, and ‘2-day programme held on weekends’; and iv) quality assurance: ‘after-class quiz’, ‘patients’ feedback’, and ‘long-term evaluation on effectiveness’. Conclusions: A type 1 diabetes structured education programme in China was set up and shown to be applicable under local medical, social, and cultural environment.

scholarly journals Establishment of a type 1 diabetes structured education programme suitable for Chinese patients: Type 1 Diabetes Education in Lifestyle and Self Adjustment (TELSA)

2019 ◽  
Author(s):  
Yuting Xie ◽  
Fang Liu ◽  
Fansu Huang ◽  
Chunna Lan ◽  
Jia Guo ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Quality Assurance ◽  
Curriculum Design ◽  
Diabetes Education ◽  
Insulin Dose ◽  
Education Programme ◽  
Chinese Patients ◽  
Self Management ◽  
Structured Education

Abstract Background It is recommended by various guidelines that all adults diagnosed with type 1 diabetes (T1D) should be offered an evidence based, structured education programme (SEP) to optimize self-management care. China has a 13,000 annual increase of newly diagnosed T1D cases and is now the fourth largest country in the number of new T1D cases per year. However, there is yet no validated SEP targeted for T1D patients in China. The purpose of this paper is to establish a structured T1D self-management education programme—‘Type 1 Diabetes Education in Lifestyle and Self Adjustment’ (TELSA) which adapted to China’s medical and cultural background. Methods The process of developing the programme TELSA was based on the ADDIE model by three steps. Firstly, semi-structured interviews were conducted in 10 healthcare professionals (HCPs) and 13 T1D patients. Different topic guides, focusing on 4 dimensions including goals, contents, format of delivery, and quality assurance, were designed for either HCPs or patients. The interviews were recorded and analysed with thematic analysis. Secondly, extracted themes were modified according to Delphi consultation. Lastly, preliminary courses were conducted as pilot study to evaluate the effects of TELSA and optimization of the curriculum design was finalized accordingly. Results A total of 18 themes in 4 dimensions of the programme design were identified in the final version: i) goals: ‘behaviour modification’ and ‘outcome improvement’; ii) contents: ‘living with T1D’, ‘self-monitoring of blood glucose’, ‘knowing insulin’, ‘insulin dose adjustment’, ‘carbohydrates and carb-counting’, ‘hypoglycaemia’, ‘complications’, ‘managing psychological issues’, ‘physical activities’, and ‘question-and-answer’; iii) format: ‘multidisciplinary team combined with companion support’, ‘face-to-face education followed with distal learning’, and ‘2-day programme held on weekends’; and iv) quality assurance: ‘after-class quiz’, ‘patients’ feedbacks’, and ‘long-term evaluation on effectiveness’. Conclusions A type 1 diabetes structured education programme in China was set up and shown to be applicable under local medical, social, and cultural environment.

The cost-effectiveness of the KIds in control of food structured education programme for adolescents with type 1 diabetes

2015 ◽  
Author(s):  
Hasan Basirir ◽  
Alan Brennan ◽  
Richard Jacques ◽  
Daniel Pollard ◽  
Katherine Stevens ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Cost Effectiveness ◽  
Education Programme ◽  
Structured Education ◽  
The Cost

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

2013 ◽  
Vol 30 (6) ◽  
pp. 724-730 ◽  
Author(s):  
L. Grant ◽  
J. Lawton ◽  
D. Hopkins ◽  
J. Elliott ◽  
S. Lucas ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Self Management ◽  
Structured Education ◽  
The Core ◽  
Core Self

Health promotion challenges for young adults living with intellectual disability and type 1 diabetes

2021 ◽  
pp. 174462952110327
Author(s):  
Anne L Marks ◽  
Natasha Mahoney ◽  
Yu-Wei Chen ◽  
Reinie Cordier ◽  
Angus Buchanan ◽  
...  
Keyword(s):  
Health Promotion ◽  
Type 1 Diabetes ◽  
Young Adults ◽  
Intellectual Disability ◽  
Barriers And Facilitators ◽  
Self Management ◽  
Service Support ◽  
Health Support ◽  
Level Monitoring

Background: Self-management of type 1 diabetes mellitus (T1DM) can be challenging for people with intellectual disability. Often, parents provide health support due to lack of appropriate services outside the home. The study aim was to identify barriers and facilitators to T1DM self-management for young adults with intellectual disability and the implications for health promotion. Methods: Five male participants with intellectual disability, aged 17–26 years, and seven parents were interviewed between October 2017 and February 2019. Interview data were descriptively analysed. Findings: Two categories for barriers and facilitators were identified: 1) Diabetes self-management is complex (carbohydrate counting, blood glucose level monitoring, insulin therapy); 2) support for diabetes care (reliance on parents and carers, the National Disability Insurance Scheme, mainstream diabetes service support). Conclusions: Parents are critical for the support of people with intellectual disability and T1DM in the absence of disability staff with appropriate health skills.

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