The Evaluation of a Diabetes Self-Management Program Delivered in a Community Health Clinic
AuthorSumler, Tamara Neshae
Type 2 Diabetes
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractBackground: The prevalence and incidence of type 2 diabetes are steadily increasing in the United States. Diabetes self-management education (DSME) programs seek to improve delivery of diabetes care and education. The end result of diabetes self-management education is behavior change towards successful self-management of diabetes and improved outcomes. Aims: Aims of project are to assess whether project site’s existing DSME program meets evidence based standards for diabetes self-management education, to explore potential variables that reflect existing diabetes self-management program, and to obtain perceptions about existing program, barriers and facilitators to class attendance, and ideas for program improvement from self-management class participants and class facilitators. Methods: The project was implemented in a large Federally Qualified Health Care (FQHC) clinic using a descriptive study design. A sample of 20 adult diabetic patients who attended at least one diabetes self-management class between months of July, August, and September, 2018 was obtained. Additionally, I attended two diabetes self-management classes to distribute surveys to both self-management class participants and class facilitators. Results: Among the sample of adult diabetic patients, 75% were women. Mean age was 60.7 years old. Mean number of classes attended among sample was 7.35, the mean A1C was 8.7%. The project site’s diabetes self-management education program met six out of 10 of National Standards for Diabetes Self-Management Education and Services (evidenced-based tools for health care providers and health care organizations who provide diabetes education). Eleven class participant surveys were returned and demonstrated that the majority of class participants were satisfied with existing self-management program, including current method of education (face-to-face group education). Barriers for self-management classes were transportation, distance between home and clinic where classes are held, time that classes are held, and conflicting appointments during time classes are held. Facilitators to attending class were vouchers for fresh fruits and vegetables given as incentive for attending classes, being provided with transportation to classes, and social interaction that occurs from attending classes. Class facilitators most enjoyed opportunities class participants had to ask more questions pertaining to diabetes self- management. Limited class offerings in English language and time restraints were identified among class participants as least enjoyed aspect of existing self-management program. Both class participants and facilitators suggested addition of an exercise segment and cooking demonstration to existing diabetes self-management program. Conclusion: Project findings suggest while the sample utilized diabetes self-management education classes conducted at the clinic, they demonstrated poor glycemic control and thus poor self-management of diabetes. Continuous quality improvement measures should be initiated to ensure the existing program is meeting evidence-based standards, while delivering diabetes self-management education and services that are patient centered, effective in meeting and sustaining glycemic control, and improve outcomes subsequently. A significant project limitation was low class attendance among diabetes self-management class participants during time of data collection. Lack of medical provider stakeholder input regarding project site’s existing diabetes self-management program was an additional limitation in this project. These conclusions must be reviewed cautiously in light of identified project limitations.
Degree ProgramGraduate College
Degree GrantorUniversity of Arizona
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