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首页> 外文期刊>Journal of the American Academy of Nurse Practitioners. >Teaching so they hear: using a co-created diabetes self-management education approach.
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Teaching so they hear: using a co-created diabetes self-management education approach.

机译：教导他们，让他们听到：使用共同创建的糖尿病自我管理教育方法。

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PURPOSE: To describe the development and outcomes of a co-created diabetes self-management education (DSME) intervention that resulted in statistically significant (p=.02) improvements in diabetes self-care activities when compared to outcomes of a typical DSME program. DATA SOURCES: In this pilot study, an experimental self-management intervention with a self-selected group of adults with type 2 diabetes mellitus was held in the southern United States. Focus group results were used to develop the intervention and DSME participants co-created the sessions. Pre- and postintervention outcomes were compared to those of participants in DSME programs at two area, certified diabetes education centers. CONCLUSIONS: No significant differences were found between the experimental and control groups with regard to knowledge, adaptation, and program satisfaction. However, diabetes self-care activities significantly improved (p=.02) for the experimental group. IMPLICATIONS FOR PRACTICE: A co-created teaching approach better meets the learning needs of adults with type 2 diabetes mellitus and results in enhanced ability to perform the self-care activities required for successful diabetes control. Better diabetes control reduces visits to monitor and treat complications and the need for repetitive educational sessions that exceed third-party pay limits and extend the time needed for patient encounters.
机译：目的：描述共同创建的糖尿病自我管理教育（DSME）干预措施的发展和结果，与典型DSME计划的结果相比，该干预措施在糖尿病自我护理活动方面具有统计学上显着（p = .02）的改善。数据来源：在这项初步研究中，在美国南部进行了一次自我选择的成年2型糖尿病成年人的实验性自我管理干预。焦点小组的结果用于制定干预措施，DSME参与者共同创建了会议。将干预前后的结果与经过认证的两个地区的糖尿病教育中心的DSME计划的参与者的结果进行了比较。结论：实验组和对照组之间在知识，适应性和程序满意度方面没有发现显着差异。但是，实验组的糖尿病自我护理活动显着改善（p = .02）。实践的意义：共同创建的教学方法可以更好地满足2型糖尿病成年人的学习需求，并增强执行成功控制糖尿病所需的自我保健活动的能力。更好地控制糖尿病可以减少就诊和治疗并发症的出诊次数，并减少对重复性教育课程的需求，这些教育课程超出了第三方的工资限额，并延长了患者见面的时间。

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