scholarly journals The Effects of Snack Control Education and Telephone Coaching on Self-Management, Social Support, Self-Efficacy, and Blood Glucose in Diabetes Patients

2021 ◽  
Vol 22 (4) ◽  
pp. 274-283
Author(s):  
Hye Eun Park
Keyword(s):  
Social Support ◽  
Blood Glucose ◽  
Self Efficacy ◽  
Glycosylated Hemoglobin ◽  
Self Management ◽  
Control Group ◽  
Average Blood Glucose ◽  
Control Education ◽  
Telephone Coaching ◽  
Experimental Group

Dietary therapy for diabetes is the most basic way to manage blood glucose. Currently, the nutritional intake rate of diabetic patients in Korea is beyond the recommended rate of the Korean Diabetes Association, showing large amounts of carbohydrates in foods consumed as snacks with an additional focus on sugar. Thus, it is necessary to support healthy dietary habits through snack control. This study is a random assignment experimental study with a total of 56 participants; 28 participants were in the control group, while the remaining 28 patients had type 2 diabetes and had visited Kyung Hee University Hospital. The experimental group with snack control education and telephone coaching exhibited a higher self-management score (t = –9.494, P < 0.001), perceived social support score (t = 7.201, P < 0.001), and self-efficacy score (t = 7.185, P < 0.001) than the control group. Additionally, the experimental group showed lower levels of glycosylated hemoglobin and average blood glucose compared to the control group (t = –4.820, P < 0.001). Thus, snack control education and telephone coaching are effective in improving diabetes self-management behavior, perceived social support, self-efficacy, and reducing glycosylated hemoglobin and average blood glucose. These results confirm the usefulness of snack education materials, and I suggest snack control education as a means of arbitration to improve the self-care of diabetics.

scholarly journals The Teach-Back Effect on Self-Efficacy in Patients with Type 2 Diabetes

2020 ◽  
Vol 16 (1) ◽  
pp. 46-50
Author(s):  
Marhamat Farahaninia ◽  
Tahere Sarboozi Hoseinabadi ◽  
Rasool Raznahan ◽  
Shima Haghani
Keyword(s):  
Type 2 Diabetes ◽  
Blood Glucose ◽  
Self Efficacy ◽  
Intervention Group ◽  
Self Management ◽  
Control Group ◽  
Training Procedure ◽  
Treatment Regimens ◽  
The Impact

BACKGROUND: Diabetes is a chronic, metabolic disease, which is commonly associated with increased blood glucose levels caused by impaired secretion or function of insulin. Therefore, daily blood glucose control, adherence to a dietary and pharmaceutical regimen, regular physical activity, and foot care are fundamental components of disease management. In order to optimize effective self-management, patients need to be trained. Teach-back is a method which aims to improve patients' understanding and perception of treatment regimens based on the interaction between patient and caregiver. AIM: This study was conducted to investigate the impact of the teach-back method on the effectiveness of self-management in patients with type 2 diabetes (T2D). METHODS: A total of 74 patients with T2D were included in the study by convenience sampling at the Endocrine and Metabolism Clinic. The subjects were assigned to control or intervention group. Data collection was performed by using a demographic data form and a self-efficacy questionnaire that were provided to the patients before and 1 month after training. The patients in the intervention group received a 5-session training program using the teach-back method. The control group received only routine programs. One month after completion of the training sessions, the questionnaires were completed by the subjects in the 2 groups, and the data obtained were analyzed. RESULTS: In contrast to the control group, mean and standard deviation of self-efficacy were significantly higher in the intervention group one month after training by the teach-back method than before training. The two groups did not significantly differ regarding mean score of self-efficacy before training, but there was a significant difference one month after training: the mean score of self-efficacy in the intervention group was significantly higher than in the control group (p < 0.001). CONCLUSIONS: Teach-back is a training procedure aimed at improving patients' understanding of treatment regimens. This study showed that teach-back significantly improved patients' self-efficacy even over as short a period as one month. It may be interesting to study the long-term effects of this simple but effective training method.

An Education-Counseling Program for Young Prehypertensive Adults

2021 ◽  
pp. 105477382110596
Author(s):  
Eunhee Jo ◽  
Soon-jung Hwang ◽  
Eun- jin Jeong ◽  
Minsun Kim
Keyword(s):  
Self Efficacy ◽  
Self Management ◽  
Control Group ◽  
Counseling Program ◽  
Control Groups ◽  
Equivalent Control ◽  
Health Promoting ◽  
And Control ◽  
Experimental Group ◽  
Structured Questionnaire

In this non-equivalent control group, non-synchronized study, we assessed the effects of an education-counseling program for young prehypertensive adults. We included 40 and 47 prehypertensive individuals in the experimental and control groups, respectively. A structured questionnaire (pretest) was used to assess prehypertension-related knowledge, attitudes, health-promoting behavior, and self-efficacy. The experimental group underwent the 8-week program, while the control group received basic prehypertension and self-management education. Subsequently, blood pressure (BP) was measured, and prehypertension-related knowledge, attitudes, health-promoting behavior, and self-efficacy were evaluated using a questionnaire (posttest). There were significant intergroup differences in knowledge ( t = 3.04, p = .003), attitudes ( t = 6.41, p < .001), behavior ( t = 11.60, p < .001), self-efficacy ( t = 11.76, p < .001), and systolic BP ( t = −5.49, p < .001); however, diastolic BP was not significantly different ( t = −0.73, p = .473). Our findings demonstrated that the program is effective in improving knowledge, attitudes, behavior, self-efficacy, and systolic BP. Therefore, it can be used to prevent progression to hypertension.

Improving Glycemic Control in Older Adults Using a Videophone Motivational Diabetes Self-Management Intervention

2010 ◽  
Vol 24 (4) ◽  
pp. 217-232 ◽  
Author(s):  
Shelley Y. Hawkins
Keyword(s):  
Older Adults ◽  
Glycemic Control ◽  
Self Efficacy ◽  
Healthy Lifestyle ◽  
Self Management ◽  
Control Group ◽  
Mean Values ◽  
Management Intervention ◽  
Significant Difference ◽  
Experimental Group

Older adults experience the greatest burden of diabetes. Resources must be available and accessible to empower older adults to perform diabetes self-care. The purpose of this study was to evaluate a videophone motivational interviewing (MI) diabetes self-management education (DSME) intervention to improve glycemic control of rural older adults. Sixty-six participants (mean age = 64.9 years, range 60–81) with uncontrolled diabetes were enrolled in a 6-month videophone intervention. Experimental group participants (n = 34) received weekly, then monthly, videophone MI DSME calls, whereas control participants (n = 32) received monthly videophone healthy-lifestyle education calls. Although both groups experienced a decreased HbA1c, there was a statistically significant difference in experimental group mean values (p = .015), but not the control group (p = .086). The experimental group demonstrated statistically significant increases in diabetes knowledge (p = .023) and diabetes self-efficacy (p = .002). Experimental group participants with high self-efficacy in contrast to low self-efficacy had a statistically significant decrease in HbA1c (p = .043).

scholarly journals Penerapan Modifikasi Psikoedukasi Pada Penderita Diabetes Mellitus Tipe2

2018 ◽  
Vol 6 (2) ◽  
pp. 147
Author(s):  
Nailiy Huzaimah
Keyword(s):  
Diabetes Mellitus ◽  
Blood Glucose ◽  
Blood Glucose Level ◽  
Family Support ◽  
Glucose Level ◽  
Self Efficacy ◽  
Diabetes Management ◽  
Self Management ◽  
Control Group ◽  
Control Group Design

Controlled blood glucose level is one of the success indicator of the diabetes management. A good comprehension, high self-efficacy, and good family support is needed to encourage and strengthen the effort of individuals to achieved good behavioral diabetes self-management, which helped to control blood glucose level. This study aimed to determine the Psychoeducation Modification’s effects on comprehension, self-efficacy, family support, behavioral diabetes self-management, and blood glucose level of people with type 2 diabetes mellitus (T2DM). This study used pre and post test control group design. Respondents of this research are population with T2DM and their families who are undergoing outpatient treatment at Internal Medicine Outpatient Unit of Dr. H. Moh. Anwar Sumenep Hospital (n = 40). Collecting data included the patients comprehension, self-efficacy, behavioral self-management of diabetes, family support, and random blood glucose level. Data collection used questionnaires and the laboratory test of blood glucose level, then analyzed by a different test with the α value

scholarly journals Application of interactive education in rural elderly diabetic patients with conversation map

2021 ◽  
Vol 8 (3) ◽  
pp. 348
Author(s):  
Zhang Yingli ◽  
Niu Mingyun ◽  
Zhang Cuiqin
Keyword(s):  
Blood Glucose ◽  
Rural Elderly ◽  
Postprandial Blood Glucose ◽  
Self Management ◽  
Control Group ◽  
Diabetic Patients ◽  
Interactive Education ◽  
Management Ability ◽  
Conversation Map ◽  
Experimental Group

Background: The purpose of this study is to explore the effect of health education with conversation map on self-management ability of rural elderly diabetic patients.Methods: 60 rural elderly diabetic patients in endocrinology department of a 3A hospital from January to December in 2019 were selected as the research objects. According to the parity of the last two digits of the hospitalization number, the odd number was divided into the control group and the even number was divided into the experimental group. The control group was given traditional health education and interactive education with conversation map was added to the experimental group. After 3 months of intervention, fasting blood glucose, 2 hours postprandial blood glucose, glycosylated hemoglobin and self-management behavior of the two groups were observed.Results: The fasting blood glucose, 2h postprandial blood glucose, glycosylated hemoglobin and self-management ability of the experimental group were significantly better than those of the control group and the difference was statistically significant (p<0.05).Conclusions: The interactive education with conversation map can effectively improve the self-management ability of rural elderly diabetic patients, and then prevent the occurrence of diabetic complications.

Effect Of Nursing Intervention Based on Behavioral Shaping Therapy on Blood Glucose Index, Self-Efficacy and Subjective Well-Being in Elderly Patients with T2DM

2021 ◽  
Vol 7 (5) ◽  
pp. 3204-3211
Author(s):  
Wei Zhang ◽  
Ping Lin ◽  
XiaoYing Zhang ◽  
Zhen Zhao
Keyword(s):  
Blood Glucose ◽  
Elderly Patients ◽  
Self Efficacy ◽  
Well Being ◽  
Nursing Intervention ◽  
Self Management ◽  
Control Group ◽  
Observation Group ◽  
Subjective Well Being ◽  
Management Ability

Objective: To investigate the effect of nursing intervention based on behavioral shaping therapy on blood glucose index, self-efficacy and subjective well-being in elderly patients with type 2 diabetes mellitus (T2DM). Methods: 100 elderly patients with T2DM admitted to our hospital from February 2019 to January 2020 were selected and divided into control group and observation group according to the random number table method, 50 cases in each group. The control group adopted the nursing method of routine education combined with motivation interview, and the observation group adopted the nursing method of behavior shaping on the basis of the control group. The fasting plasma glucose (FPG), 2h postprandial plasma glucose (2h PG), glycosylated hemoglobin (HbAlc) level, self-management ability score, diabetes management self-efficacy scale (DMSES) score and subjective well-being score were compared between the two groups before and after intervention. Results: The levels of FPG, 2h PG and HbAlc in the two groups were significantly decreased, and those of the observation group were significantly lower than those in the control group (P<0.05). After intervention, the total scores of self-management ability, DMSES and subjective well-being of the two groups were significantly increased, and the observation group was significantly higher than the control group (P<0.05). Conclusion: Behavioral shaping therapy combined with routine education and motivation interview can significantly improve the self-management ability, self-efficacy, blood glucose index and subjective well-being of elderly patients.

scholarly journals The development and effects of an emotional competency promotion program for nursing students: A nonequivalent control group pretest-posttest design

2021 ◽  
Vol 27 (4) ◽  
pp. 369-380
Author(s):  
Hyewon Kang ◽  
Jeongyee Bae
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Relationship Management ◽  
Social Awareness ◽  
Self Management ◽  
Control Group ◽  
Self Awareness ◽  
Emotional Competency ◽  
Promotion Program ◽  
Experimental Group

Purpose: The objectives of this research are to verify the development and effectiveness of a nursing student emotional competency promotion program that is important in professional nursing strategies for strengthening the psychological well-being of patients.Methods: This research was done by developing an emotional competency promotion program for nursing students according to the analysis, design, development, implementation, evaluation (ADDIE) model. Apply the program to students and evaluate their effects on their self-awareness, self-management, social awareness, relationship management and self-efficacy using a nonequivalent control group pretest-posttest design. The subjects of this research were 48 nursing students enrolled in the department of nursing of D College; 24 students were placed in the experimental group and 24 students were in the control group. The experimental group participated in the developed program from December 18, 2017 to January 12, 2018, for a total of 8 sessions. Each session was 120 minutes long. For data collection, a pretest, posttest 1 and 2 were performed using an independent t-test and repeated measure ANOVA using SPSS/WIN 22.0.Results: The experimental group who participated in the emotional competency promotion program showed higher self awareness (F=5.65, p=.005), self management (F=11.12, p<.001), social awareness (F=5.02, p=.009), relationship management (F=11.22, p<.001) and self-efficacy (F=14.24, p<.001) than the control group. These results were supported by a statistically meaningful difference in the time period and the interaction between the time period and the two groups.Conclusion: The study’s findings indicate that the emotional competency promotion program developed through this study is effective at increasing the self-awareness, self-management, social awareness, relationship management and self-efficacy of nursing students.

Effectiveness of nurse-led intervention on self-management, self-efficacy and blood glucose level among patients with Type 2 diabetes mellitus

2020 ◽  
Vol 17 (3) ◽  
Author(s):  
Sumathi Chinnasamy Subramanian ◽  
Arjunan Porkodi ◽  
Pandurangan Akila
Keyword(s):  
Diabetes Mellitus ◽  
Type 2 Diabetes ◽  
Type 2 Diabetes Mellitus ◽  
Blood Glucose ◽  
Blood Glucose Level ◽  
Self Efficacy ◽  
Self Management ◽  
Type 2 Dm ◽  
Experimental Group

AbstractBackgroundThis study assesses the effectiveness of nurse-led intervention on self-management, self-efficacy, and blood glucose level among patients with Type 2 diabetes mellitus (DM) attending diabetic Out patient department (OPD) in Sri Ramachandra Hospital, Chennai.MethodsIn this study, the experimental group received nurse-led intervention on video-assisted teaching regarding nature of the disease condition including, diet, medication, hand and leg exercises, home care management, for 30 mins. Then a demonstration of hand and leg exercise was done followed by return demonstration done by the participants. The participants in the control group did not receive nurse-led intervention; they received only routine care. On the 15th day, when the patients came for the first follow-up, posttest was conducted for both the experimental and control groups.ResultsThere was a statistically considerable difference noted in self-management (t=29.639; p<0.001), self-efficacy (t=28.293; p<0.001), FBS (t=2.415; p<0.05), and PPBS (t=2.102; p<0.05) in the posttest among patients with Type 2 DM in the experimental group.ConclusionsThe study concluded that the nurse-led intervention through video-assisted teaching is an effective method to recover self-management and self-efficacy as well as reduce the fasting blood sugar and postprandial blood sugar among patients with Type 2 DM.

scholarly journals Mediating role diet self-efficacy plays in the relationship between social support and diet self-management for patients with type 2 diabetes

2021 ◽  
Vol 79 (1) ◽  
Author(s):  
Li Yang ◽  
Kun Li ◽  
Yan Liang ◽  
Qiuli Zhao ◽  
Dan Cui ◽  
...  
Keyword(s):  
Diabetes Mellitus ◽  
Social Support ◽  
Type 2 Diabetes ◽  
Type 2 Diabetes Mellitus ◽  
Self Efficacy ◽  
Self Management ◽  
Mediating Role ◽  
Diet Behavior ◽  
The Relationship

Abstract Background It has previously been established that patients who have strong barriers to their diet self-management are more likely to have weak social support; however, the key mechanisms underlying the association between these two variables have not yet been established. This study aims to examine the potential role that diet self-efficacy plays in the relationship between social support and diet behavior in patients with type 2 diabetes mellitus (T2DM). Methods It was a cross-sectional survey. Three hundred-eighty patients diagnosed with T2DM were recruited for this study from five community health centers in China. The Chronic Disease Resource Scale (CIRS), Cardiac Diet Self-efficacy Scale (CDSE), and Food Control Behavior Scale (FCBS) were used to estimate participants’ utilization of social resources, diet self-efficacy, and diet self-management, respectively. The data were analyzed utilizing structural equation modelling. Results The results suggest that both higher levels of social support and diet self-efficacy are related to higher levels of diet self-management. The mediating effect that diet self-efficacy has on the relationship between social support and diet self-management was significant (β = .30, p < .05), explaining 55.68% of the total effect of social support on diet self-management. Conclusions Diet self-efficacy plays a mediating role in the association between social support and diet behavior in patients with type 2 diabetes mellitus.

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

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