Application Study Of Structured Education On Self-management Of Patients With Type2Diabetes In Community

ObjectivesThrough reading the literature and consulting the experts, to determine theeducation contents of two groups of patients. At the same time,to learn the status ofthe health education of the community patients with type2DM. By making theregular education and the structured education and doing the intervention about thetwelve weeks, to improve the knowledge level, the anxiety state and theself-management ability about DM patients. Through the implementation of thestructured education in the community, to explore the structured education which isadaptive in community of Changchun city, and for improving the health educationprogram to offer the useful reference.MethodsThe convenient sampling method is used to extract the two communities inChangchun. And to avoid the contamination effect, we will setthe one of thecommunity as the control group, another community as the experimentalgroup.According to the inclusion criteria and exclusion criteria, to select strictlyrandomly eighty object of the research from the health records of DM patients intwo communities. And for forty patients with DM in each community. During thecourse intervention for six weeks, forty patients of the experimental group are dividedinto five groups, and each group of eight people. Five graduate student and fivenursing undergraduates respectively in accordance with the1:1proportion to join thegroups which have divided into the five.And they will collaborate remained onepostgraduate to complete the implementation of the structured education successfully.The patientsof the control group accept the conventional education intervention forsixweeks in the form of collective lectures. The patients in different groups accept the sixcourses according to the content arrangement for once a week, and every coursehasthirty to forty-five minutes. The experimental structured education contents are:what is the diabetes, management about diabetes’ weight, management aboutdiabetes’blood sugar, diabetes’shopping experience, management aboutdiabetes’complications, talk about diabetes together.The control group conventional health education content are these as follows: the basic knowledge about diabetes, diet,the movement of diabetic patients, management about diabetes’ medication, diabetes’blood sugar monitoring, diabetes’self-management. When the courses for six weeksarefinished, thetwo groups will accept the follow-upfor six weeks respectively,including telephone follow-up and family follow-up once time for every three weeks.According to the intervention measuresof the two groups,the follow-up contents aremade. With the DM (adult) knowledge scale,we will investigate the level of type2DM (adult) knowledge at baseline, six weeks, and twelve weeks. AdoptZung self-rating anxiety scale, type2DM self-management ability scale to investigatethedifferences of the anxiety level and self-management ability of the two groups’patients between before and after the intervention.Results(1)This study haseighty patients in total, andforty patientsin every group. Thenumber of the patientsin two community have no changesabout before and afterintervention. Compare the patients’ general information of the two groups, there areno statistically significant differences (p﹥0.05), showing that the baseline data of twogroups are comparable.(2) Compare the baseline knowledge scores of the patients of two groups, therewas no statistically significant difference (p﹥0.05).The comparison of knowledgescores after six weeks, two groups of patients have a significant difference (p﹤0.01).After twelve weeks, the differences of two groups patients’ knowledge levelstatistically is significant (p﹤0.01). Control group patients’the knowledge scorecomparison among baseline, six weeks, twelve weeks, has statistically significantdifference (p﹤0.01). Experimental group patients’ the knowledge score comparisonamong baseline, six weeks, andtwelve weeks, has statistically significant difference (p﹤0.01).(3) About two groups of patients with DM anxiety scores comparison at baseline,there was no statistically significant difference (p﹥0.05).After twelve weeks, the twogroups of patients with DM anxiety scores have a significant difference (p﹤0.05).Control group patients’ the anxiety scores before and after the intervention, have astatistically significant difference (p﹤0.01). The experimental patients’ anxiety scoresbefore and after intervention, have a statistically significant difference (p﹤0.01). (4) About two groups of patients with DM self-management ability scorescomparison at baseline, there was no statistically significant difference (p﹥0.05);After twelve weeks,the two groups of patients with DM self-management abilityscores have a significant difference (p﹤0.01). Abouttwo groups of patients with DMself-management ability of each dimension scores comparison at baseline,there wasno statistically significant difference (p﹥0.05).After twelve weeks of two groups ofpatients with DM self-management ability of each dimension scores have a significantdifference (p﹤0.05). Control group patients’self-management ability of eachdimension scores comparison before and after the intervention have a significantdifference (p﹤0.05). Experimental group patients’ self-management ability of eachdimension scores comparison before and after the intervention have a significantdifference (p﹤0.01).Conclusions(1) The structured education can improve the knowledge level of DM patients incommunity, and increase their cognition about the DM.(2) The structured education can improve the anxiety status of DM patients incommunity, and help patients to manage their mood better.(3) The structured education can strengthen the self management ability of DMpatients in community.(4) DM patients in community can benefit from the structured education. And thestructured education can provide reference to develop related intervention measures incommunity.