Playing With Peers: Exploring Peer Support Mechanisms of a Type 2 Diabetes-Specific Board Game

In this study, we explored specific mechanisms of a board game developed to facilitate peer support among people with Type 2 diabetes attending group-based diabetes education. The game was tested with 76 people with Type 2 diabetes who participated in focus groups after the game. Data from observations of audio-recorded games and focus groups were analyzed using Interpretive Description. Six mechanisms facilitating peer support among people with Type 2 diabetes were identified: (a) entering a safe space of normality created by emotional in-game mirroring; (b) mutual in-game acknowledgment of out-of-game efforts; (c) forming relationships through in-game humor; (d) health care professionals using game rules to support group dialogues of interest to people with Type 2 diabetes; (e) being inspired by in-game exchange of tips and tricks; and (f) co-players guiding each other during the game. Peer support was inhibited by the mechanism of game rules obstructing group dialogues.

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Playing with peers: Exploring peer support mechanisms of a type 2 diabetes-specific board game

10.1101/2020.09.07.20177733 ◽

2020 ◽

Author(s):

Pil Lindgreen ◽

Vibeke Stenov ◽

Ingrid Willaing Tapager ◽

Henning Grubb Basballe ◽

Lene Eide Joensen

Keyword(s):

Type 2 Diabetes ◽

Focus Groups ◽

Peer Support ◽

Health Care Professionals ◽

Diabetes Education ◽

Board Game ◽

Audio Recordings ◽

Support Mechanisms ◽

Rules Of The Game

Aim To explore specific mechanisms of a board game aiming to facilitate peer support among people with type 2 diabetes. Design Qualitative observational study including game tests in group-based diabetes education programs and focus groups exploring experiences among people with type 2 diabetes playing the game. Methods The game was tested with 77 people with type 2 diabetes in March-July 2019. Data from audio recordings of game tests and focus groups were analysed using interpretive description. Results Six mechanisms facilitated peer support among people with type 2 diabetes: 1) entering a safe space of normality created by emotional in-game mirroring; 2) mutual in-game acknowledgment of out-of-game efforts; 3) forming relationships through in-game humor; 4) health care professionals using game rules to support group dialogues of interest to people with type 2 diabetes; 5) being inspired by in-game exchange of tips and tricks; and 6) co-players guiding each other during the game. Peer support was inhibited by the mechanism of game rules obstructing group dialogues. Conclusion The board game effectively facilitated peer support through playfulness and humor and helped players form relationships. Additionally, the game established a framework for players to share and listen to each other's diabetes-specific experiences, promoting a sense of normality and cohesiveness. This process depended on facilitating educators' flexibility to balance the rules of the game with its aim of creating peer support.

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Peer Support Added to Diabetes Education Improves Metabolic Control and Quality of Life in Mayan Adults Living With Type 2 Diabetes: A Randomized Controlled Trial

Canadian Journal of Diabetes ◽

10.1016/j.jcjd.2020.08.107 ◽

2020 ◽

Author(s):

Karen G. Castillo-Hernandez ◽

Hugo Laviada-Molina ◽

Victor M. Hernandez-Escalante ◽

Fernanda Molina-Segui ◽

Leticia Mena-Macossay ◽

...

Keyword(s):

Quality Of Life ◽

Type 2 Diabetes ◽

Randomized Controlled Trial ◽

Metabolic Control ◽

Peer Support ◽

Controlled Trial ◽

Diabetes Education ◽

Randomized Controlled

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Black Women’s Recommendations for Developing Effective Type 2 Diabetes Programming

Global Qualitative Nursing Research ◽

10.1177/2333393617715335 ◽

2017 ◽

Vol 4 ◽

pp. 233339361771533 ◽

Cited By ~ 2

Author(s):

Tera R. Hurt ◽

Asani H. Seawell ◽

Carolyn Cutrona ◽

Margaret C. O’Connor ◽

Randie D. Camp ◽

...

Keyword(s):

Physical Activity ◽

Type 2 Diabetes ◽

Health Care ◽

Black Women ◽

Focus Groups ◽

Health Care Professionals ◽

Diabetes Management ◽

Diabetes Knowledge ◽

Des Moines

The purpose of this study was to learn from 29 Black women how to develop effective Type 2 diabetes programming. Three focus groups were held in Des Moines, Iowa, during fall 2012. Results highlighted themes related to diabetes knowledge, diabetes management and prevention, physical activity, diet, and diabetes management programming. Opinions were shared as to whether family members should be included in programs for supporting those diagnosed with diabetes. These results provided guidance and ideas to scholars and health care professionals aiming to improve effectiveness of diabetes programs for Black women and families.

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How effective is a 2-year peer-support diabetes education program, for type 2 diabetes, in a semi-rural Mayan community in the Yucatán, Mexico?

http://isrctn.com/ ◽

10.1186/isrctn96897082 ◽

2020 ◽

Author(s):

Karen Castillo-Hernández ◽

Hugo Lavida-Molina

Keyword(s):

Type 2 Diabetes ◽

Peer Support ◽

Education Program ◽

Diabetes Education

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Culturally sensitive diabetes education supporting ethnic minorities with type 2 diabetes

European Journal of Public Health ◽

10.1093/eurpub/ckz186.027 ◽

2019 ◽

Vol 29 (Supplement_4) ◽

Author(s):

N F Hempler ◽

D H Laursen ◽

C Glümer

Keyword(s):

Type 2 Diabetes ◽

Needs Assessment ◽

Ethnic Minorities ◽

Health Care Professionals ◽

Diabetes Education ◽

Education Programme ◽

Culturally Sensitive ◽

Target Groups ◽

Health Promoting

Abstract Background Ethnic minorities of non-Western origin are at higher risk of type 2 diabetes and diabetes complications, compared to the general population. Diabetes education programmes are essential to support people with diabetes to initiate and sustain behaviours needed to manage their condition throughout their lives. However, shaping diabetes education that provide culturally sensitive education that is acceptable to and supports diabetes self-management among members of ethnic minorities is needed. Objectives In this study, we develop and evaluate a culturally sensitive diabetes education programme in a community health setting, focusing on Arabic, Urdu or Turkish languages (n = 100). The programme aims to support ethnic minorities with type 2 diabetes in making health-promoting decisions about their care. Also, it will produce knowledge about methods and tools to improve content and format, and about the skills of those delivering the education. Using design-based research, the development comprised three phases: needs assessment, co-creation and testing. The target groups were actively involved in all phases. Results The needs assessment was based on fieldwork, workshops and interviews with the target groups and educators. Data showed that self-blame and learned helplessness undermined health-promoting decisions in the target groups. Also, a lack of clear roles between educators and peer educators, and a limited focus on goal setting in the educational setting was observed. The needs assessment informed the development of a 6 week group-based programme, supported by 11 dialogue tools. Preliminary findings show a high level of programme acceptability and participation as well as engagement in diabetes and care in the target groups. Conclusions By actively involving the target groups, health care professionals and as well as health services directly engaged with the target group, the outcomes of the programme are likely to be relevant to individuals and institutions. Key messages This study gives voice to ethnic minorities with type 2 diabetes through the co-creation of a diabetes education programme aiming to support health-promoting decisions. Innovative and involving methods are highly relevant to develop acceptable and effective diabetes education programmes targeting ethnic minority groups.

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Testing an analogue game to promote peer support and person-centredness in education for people with type 2 diabetes: a realist evaluation

10.1101/2020.09.14.20185769 ◽

2020 ◽

Author(s):

Vibeke Stenov ◽

Pil Lindgreen ◽

Ingrid Willaing Tapager ◽

Henning Grubb Basballe ◽

Lene Eide Joensen

Keyword(s):

Type 2 Diabetes ◽

Peer Support ◽

Healthcare Professionals ◽

Diabetes Education ◽

Realist Evaluation ◽

Audio Recordings ◽

Quasi Experimental ◽

Peer Dialogue ◽

Group Interviews

Aim To explore the outcomes of testing an analogue game to incorporate person-centredness and peer dialogues in group-based diabetes education targeting people with type 2 diabetes Design A quasi-experimental design inspired by realistic evaluation focusing on context, mechanisms and outcomes of the intervention Methods In March-July 2019, the game was tested among 76 people with type 2 diabetes and 17 healthcare professionals in 19 settings across nine Danish municipalities. Data consisted of audio recordings, individual and group interviews and questionnaires. Data were analysed using systematic text condensation and descriptive statistics. Results Outcomes of using the analogue game in diabetes education were: 1) a playful and relaxed atmosphere; 2) active engagement 3) reflections on diabetes-specific experiences; 4) structured and focused dialogues; 5) healthcare professionals gaining insight into the preferences and needs of participants; and 6) healthcare professionals experiencing peer dialogue as important to incorporate into education. Questionnaire responses showed that 92% of people with type 2 diabetes and 94% of healthcare professionals found that the game incorporated person-centredness and peer dialogues into diabetes education. Conclusion Implementing the analogue game as part of patient education facilitated peer support and person-centredness in a fun and playful way. Lack of time in diabetes education programmes and complicated game rules inhibited person-centeredness and peer dialogue.

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