Diabetes Self-Management Through Educational Intervention
Isdale, Lucille Brown
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Permalink
https://hdl.handle.net/2142/71059
Description
Title
Diabetes Self-Management Through Educational Intervention
Author(s)
Isdale, Lucille Brown
Issue Date
1983
Department of Study
Health and Safety Education
Discipline
Health and Safety Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Health
Abstract
Diabetes is a disease in which patient participation in treatment is crucial to the control of the disease. With the damaged beta cells and reduced insulin production a balance of diet, exercise, and insulin is beneficial. As the blood glucose level measures control at a specific point in time, the glycosylated hemoglobin measures the level of control over days, weeks, and months. With the availability of standardized test procedures to ascertain control this study was undertaken to present an educational intervention program (Diabetes Self-Management) in four phases to provide knowledge and skills to assist the diabetic patient in balancing diet, exercise, and insulin to acquire a lowered or normal glycosylated hemoglobin level.
The Diabetes Self-Management Program advocates knowledge of the disease, possible disease complications, factors to reduce the complications if possible, and skills to allow the patient to make educated decisions concerning the body disorder. There are calculations that assisted in insulin adjustment, the Ames Glucometer provided immediate blood glucose levels and general knowledge assisted in the use of mechanical insulin.
The thirty subjects were randomly assigned to an experimental or control group. The two groups were similar on demographic factors and the initial glycosylated hemoglobin measure.
At the conclusion of the study the experimental group which received the educational intervention (Diabetes Self-Management) program showed a significant difference on both the post-test objective knowledge test and the glycosylated hemoglobin measure. The control group which received no educational intervention showed no significant difference on the glycosylated hemoglobin measure and had lower scores on the post-test objective knowledge test.
This study being developmental in nature would be substantiated by a new study that could rule out seasonal activities effect. The study should be evaluated over a longer period of time as one, two, or three years to determine the long term effect. The program should be evaluated in terms of cost in instrumentation for blood analysis and time required for instruction to determine cost/benefit. The biological measurement of the educational intervention effect adds creditability to the post-test measurement.
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