Diabetes Self-management Training in a Virtual Environment

2017 ◽  
Vol 43 (4) ◽  
pp. 413-421 ◽  
Author(s):  
Louise Reagan ◽  
Katherine Pereira ◽  
Vanessa Jefferson ◽  
Kathryn Evans Kreider ◽  
Susan Totten ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Management Training ◽  
Self Management ◽  
Health Educators ◽  
Time Interaction ◽  
Core Content ◽  
Comfort Levels ◽  
Challenges And Opportunities ◽  
Technological Barriers ◽  
Diabetes Educators

Diabetes self-management training (DSMT) improves diabetes health outcomes. However, low numbers of patients receive DSMT. Using virtual environments (VEs) for DSMT is an innovative approach to removing barriers for patients. The purpose of this paper is to describe the experience of health professionals and diabetes educators establishing and teaching DSMT in a VE, Diabetes LIVE© (Learning in Virtual Environments), and the implications for future use of VEs in DSMT. It was found that providing DSMT in a VE preserves real-time interaction between patients and educators. To facilitate ongoing patient learning and engagement, the DSMT curriculum was expanded beyond the core content as “Above and Beyond” topics. Using a VE for DSMT presents challenges and opportunities. Challenges include overcoming technological barriers and improving comfort levels to orient educators and patients to the functionality of the VE. Opportunities include overcoming barriers to reaching patients, particularly given the diabetes epidemic and relatively small number of diabetes educators. Using a VE also affords a simulated community for experiential learning. VEs may become powerful tools for diabetes and other health educators to reach patients. Ongoing education and support are vital to successful self-management of chronic disease.

Reliability and Validity A Quick Review

2007 ◽  
Vol 33 (5) ◽  
pp. 775-780 ◽  
Author(s):  
Karen Fitzner
Keyword(s):  
Construct Validity ◽  
External Validity ◽  
Diabetes Education ◽  
Reliability And Validity ◽  
Management Training ◽  
Self Management ◽  
Validity Testing ◽  
Education Practice ◽  
Rigorous Testing ◽  
Diabetes Educators

The purpose of this article is to provide a brief review of reliability and validity testing. These concepts are important to researchers who are choosing techniques and/or developing tools that will be applied and evaluated in diabetes education practice. Several types of reliability and validity testing are defined, and an easy-to-use check sheet is provided for research purposes. Following testing for the basic aspects of reliability and validity such as face and construct validity, a tool may be appropriate for use in practice settings. Those conducting comprehensive outcomes evaluations, however, may desire additional validation such as testing for external validity. Diabetes educators can and should incorporate rigorous testing for these important aspects when conducting assessments of techniques and tools relating to diabetes self-management training.

scholarly journals EVALUATION OF DIABETES SELF-MANAGEMENT EDUCATION IN PATIENTS WITH CONCOMITANT CHRONIC KIDNEY DISEASE

2020 ◽  
Vol 73 (10) ◽  
pp. 2170-2174
Author(s):  
Oleksii M. Korzh
Keyword(s):  
Primary Care ◽  
Primary Care Physicians ◽  
Management Training ◽  
Cross Sectional Study ◽  
Self Management ◽  
Average Score ◽  
Cross Sectional ◽  
Self Monitoring ◽  
Diabetes Educators

The aim: Was to evaluate the quality of DSME provided by primary care physicians to people with diabetes mellitus. Materials and methods: A descriptive cross-sectional study was conducted among 120 primary care physicians. The quality of diabetes self-management training provided by physicians was assessed on a personal scale of 39 Likert questions obtained from the American Association of Diabetes Educators in seven areas of diabetes self-monitoring. The Cronbach’s reliability coefficient for each domain / subscale was ≥ 0.7. The data were analyzed using an independent selective t-test and one-way ANOVA. Results: More than half of the doctors provided “inadequate quality” of diabetes self-management in all areas. Doctors had the highest average score in the domain of “drug intake” (4.46 ± 0.61). Average scores in the “problem-solving domain” (3.52 ± 0.63) and “ being active domain” (3.46 ± 0.75) were low. The quality of DSME provided by physicians was not related to any of the characteristics of the physician. Conclusions: The quality of doctors’ communication on DSME in this study was suboptimal. Most adequately informed cases of diabetic behavior associated with self-management have been associated with reduced risk factors and an orientation towards disease. Thus, training of primary care physicians in diabetic self-management is recommended because of the key role that these doctors play in managing diabetes.

Do Diabetes Self-Management Education (DSME) Programs Merit more Consideration in the Indian Setting?

2012 ◽  
Vol 2 (3) ◽  
pp. 77-81
Author(s):  
Vijairam Selvaraj
Keyword(s):  
Diabetes Mellitus ◽  
Management Education ◽  
Lifestyle Changes ◽  
Self Management ◽  
Health Educators ◽  
Resource Limited ◽  
Indian Setting ◽  
Diabetes Educators ◽  
Management Behaviors

Many individuals in India are nowadays either being diagnosed early with type 2 diabetes or lack optimal control of their diabetes. Reducing the burden and impact of diabetes mellitus in India is a major priority among the healthcare system. Diabetes educators, through DPP models, have shown to reduce the risk of developing diabetes among pre-diabetics through lifestyle changes. Among diabetics, DSME is seen as an essential intervention and as a cornerstone of diabetes care. Short-lived benefits and presence of barriers & challenges limit the inclusion of sufficient numbers of health educators or trained individuals in resource limited Indian settings to educate high risk individuals and improve self-management behaviors.

Evaluation of an Internet Diabetes Self-Management Training Program for Adolescents and Young Adults

2007 ◽  
Vol 9 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Ben S. Gerber ◽  
Marla C. Solomon ◽  
Tracie L. Shaffer ◽  
Michael T. Quinn ◽  
Rebecca B. Lipton
Keyword(s):  
Young Adults ◽  
Training Program ◽  
Management Training ◽  
Adolescents And Young Adults ◽  
Self Management

Intervention Mapping Protocol for Developing a Theory-Based Diabetes Self-Management Education Program

2015 ◽  
Vol 29 (2) ◽  
pp. 94-112 ◽  
Author(s):  
Misoon Song ◽  
Suyoung Choi ◽  
Se-an Kim ◽  
Kyoungsan Seo ◽  
Soo Jin Lee
Keyword(s):  
Intervention Mapping ◽  
Behavioral Outcomes ◽  
Management Program ◽  
Self Management ◽  
Behavioral Skills ◽  
Intervention Mapping Protocol ◽  
Behavior Outcomes ◽  
Health Promotion Programs ◽  
And Behavior ◽  
Diabetes Educators

Development of behavior theory–based health promotion programs is encouraged with the paradigm shift from contents to behavior outcomes. This article describes the development process of the diabetes self-management program for older Koreans (DSME-OK) using intervention mapping (IM) protocol. The IM protocol includes needs assessment, defining goals and objectives, identifying theory and determinants, developing a matrix to form change objectives, selecting strategies and methods, structuring the program, and planning for evaluation and pilot testing. The DSME-OK adopted seven behavior objectives developed by the American Association of Diabetes Educators as behavioral outcomes. The program applied an information-motivation-behavioral skills model, and interventions were targeted to 3 determinants to change health behaviors. Specific methods were selected to achieve each objective guided by IM protocol. As the final step, program evaluation was planned including a pilot test. The DSME-OK was structured as the 3 determinants of the IMB model were intervened to achieve behavior objectives in each session. The program has 12 weekly 90-min sessions tailored for older adults. Using the IM protocol in developing a theory-based self-management program was beneficial in terms of providing a systematic guide to developing theory-based and behavior outcome–focused health education programs.

482-P: Comprehension of Medicare Program and Participation of Diabetes Self-Management Training among Medicare Beneficiaries with Diabetes

Diabetes ◽  
2021 ◽  
Vol 70 (Supplement 1) ◽  
pp. 482-P
Author(s):  
BOON PENG NG ◽  
SAMUEL D. TOWNE ◽  
JACQUELINE B. LAMANNA ◽  
KIYOUNG KIM
Keyword(s):  
Management Training ◽  
Self Management ◽  
Medicare Beneficiaries ◽  
Medicare Program

The Effectiveness of Self-Management Training for Individuals With HIV/AIDS

2001 ◽  
Vol 12 (5) ◽  
pp. 71-82 ◽  
Author(s):  
Jillian Inouye ◽  
Laura Flannelly ◽  
Kevin J. Flannelly
Keyword(s):  
Management Training ◽  
Self Management ◽  
Hiv Aids

The Effects of Peer Tutoring and Self-Management Training on On-Task, Academic, and Disruptive Behaviors

1993 ◽  
Vol 18 (2) ◽  
pp. 118-128 ◽  
Author(s):  
Sandra Hogan ◽  
Mary Anne Prater
Keyword(s):  
Academic Performance ◽  
General Education ◽  
Disruptive Behavior ◽  
Peer Tutoring ◽  
Disruptive Behaviors ◽  
Management Training ◽  
Self Management ◽  
Behaviorally Disordered ◽  
Task Behavior ◽  
On Task Behavior

The effects of peer tutoring and self-management on on-task behavior and academic performance (tutee) as well as disruptive behaviors (tutor) were examined. The tutor had been identified as behaviorally disordered and the tutee as learning disabled. During the peer tutoring condition the tutee improved his on-task and academic performance but the tutor's disruptive behavior did not change. Self-management was initiated for both subjects. During self-monitoring the tutee's on-task behavior improved above that during peer tutoring. The tutor self-monitored his disruptive behavior but only slight improvements were observed. A self-instructional component was then added and the disruptive behavior was eliminated. For both subjects, a multiple baseline across-settings design was applied and results were observed across resource and general education English and mathematics classes.

scholarly journals Social Network Analysis of Support Exchanges on a Virtual Environment for Diabetes Self-Management Education and Support (Preprint)

2020 ◽  
Author(s):  
Carlos A Pérez-Aldana ◽  
Allison A Lewinski ◽  
Constance M Johnson ◽  
Allison Vorderstrasse ◽  
Sahiti Myneni
Keyword(s):  
Social Support ◽  
Type 2 Diabetes ◽  
Social Interactions ◽  
Virtual Environments ◽  
Virtual Communities ◽  
Management Education ◽  
Support Networks ◽  
Self Management ◽  
Instrumental Support

BACKGROUND Diabetes remains a major health problem in the US affecting an estimated 10.5% of the population. Diabetes self-management interventions improve diabetes knowledge, self-management behaviors, and metabolic control. Widespread Internet connectivity facilitates the use of eHealth interventions, which positively impacts knowledge, social support, clinical, and behavioral outcomes. Particularly, diabetes interventions based in virtual environments have the potential to improve diabetes self-efficacy and support while being highly feasible and usable. However, little is known about the pattern of social interactions and support taking place within type 2 diabetes-specific virtual communities. OBJECTIVE The objective of this study was to examine social support exchanges from a type 2 diabetes self-management education and support intervention that was delivered via a virtual environment (VE). METHODS Data comprised VE-meditated synchronous interactions among participants and between participants and providers from an intervention for type 2 diabetes self-management education and support. Network data derived from such social interactions were used to create networks to analyze patterns of social support exchange with the lens of social network analysis. Additionally, network correlations were used to explore associations between social support networks. RESULTS Findings reveal structural differences between support networks as well as key network characteristics of supportive interactions facilitated by the intervention. Emotional and appraisal support networks are the larger, most centralized, and most active networks, suggesting that virtual communities can be good sources for these types of support. In addition, appraisal and instrumental support networks are more connected, suggesting that members of virtual communities are more likely to engage in larger group interactions where these types of support can be exchanged. Lastly, network correlations suggest participants that exchanged emotional support are likely to exchange appraisal or instrumental support, and participants that exchanged appraisal support are likely to exchange instrumental support. CONCLUSIONS Social interaction patterns from disease-specific virtual environments can be studied using a social network analysis approach to better understand the exchange of social support. Network data can provide valuable insights into the design of novel and effective eHealth interventions given the unique opportunity virtual environments have facilitating realistic environments that are effective and sustainable where social interactions can be leveraged to achieve diverse health goals.

scholarly journals Healthcare Providers’ Knowledge, Attitude, and Perspective regarding Diabetes Self-Management during Ramadan Fasting: A Cross-Sectional Study

2021 ◽  
Vol 11 (1) ◽  
pp. 124-132
Author(s):  
Sh Sugiharto ◽  
Wiwiek Natalya ◽  
Bambang Widjanarko Otok
Keyword(s):  
Community Health Centers ◽  
Healthcare Providers ◽  
Sampling Technique ◽  
Management Training ◽  
Cross Sectional Study ◽  
Wilcoxon Test ◽  
Self Management ◽  
Diabetic Patients ◽  
Cross Sectional ◽  
Ramadan Fasting

Background: Evidence shows that most general practitioners have low knowledge related to diabetes self-management during Ramadan fasting. However, studies on healthcare providers’ competencies related to diabetes self-management during Ramadan fasting are still rare.Purpose: This study aimed to investigate healthcare providers’ knowledge, attitude, and perspective concerning diabetes self-management during Ramadan fasting.Methods: The study applied a cross-sectional design and was conducted in forty-one (41) community health centers in Pekalongan, Central Java, Indonesia. The study participants were medical doctors, nurses, nutritionists, pharmacists, and public health officers. The total sampling technique was used. There were 205 healthcare providers who met the inclusion criteria. Their knowledge, attitude, and perspective were assessed using a questionnaire developed by Zainudin and Hussain. The Wilcoxon test was used to analyze the data. Results: The healthcare providers’ knowledge of Ramadan fasting was very low (36.79±26.11). More than half of the respondents (53.17%) advised diabetic patients to manage diabetes in general, although specific counseling for diabetic patients related to fasting in Ramadan month was not provided (55.12%). The perspective of Ramadan fasting among healthcare providers was moderate (62.68%±30.40). The results also showed that general and safe practice knowledge significantly affected the healthcare providers’ perspective toward Ramadan fasting (Z=-12.49, p=0.000), (Z=-12.02, p=0.000), respectively. Conclusion: Healthcare providers’ knowledge and attitude concerning diabetes self-management during Ramadan fasting were low. Accordingly, this affected their perspective. It is strongly recommended that a formal Ramadan fasting management training program should be given regularly to provide appropriate consultations and services. 

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