The Effect Of Peer Education Combined With Micro-lectures On The Health Outcomes Of Young And Middle-aged Patients With Type 2 Diabetes

Objective : This project aims to explore the effect of peer education combined with micro-lectures on self-management behaviors of young and middle-aged patients with type 2 diabetes;Analyze the impact of peer education combined with micro-lectures on the health outcomes(glucose metabolism indicators,quality of life)of young and middle-aged patients with type 2 diabetes,and Find a set of effective continuous nursing intervention methods and explore effective ways to intervene in the self-management of such populations.Methods:This study selected 60 middle-aged and young patients with type 2 diabetes who met the criteria in the endocrine ward of the Nationalities Hospital Affiliated to Guangxi Medical University.The patients were randomly divided into the observation group and the control group with 30 cases each.In the control group,a diabetes specialist nurse conducted a comprehensive evaluation of all patients enrolled,established a personal file,and entered the data into the standardized metabolic disease management center platform to conduct routine health education for patients.On the basis of routine nursing,the observation group established a peer education group We Chat group,and pushed out We Chat classes twice a month.Wechat groups conducted a collective discussion activity on We Chat content every 2 weeks.The glucosemetabolism index,self-management behavior(SDSCA),psychological distress level(DDS),quality of life(A-DQOL),and diabetes knowledge(MDKT)before and after intervention for 3 months and 6 months after intervention effects were compared and analyzed.Results:(1)After the 6-month intervention,a total of 55 patients completed the study,of which 3 were lost to follow-up in the observation group,2 were lost to the control group,and 2 patients were lost to follow-up.There was no difference.The results showed that there was no statistical difference in the rate of lost follow-up and withdrawal between the two groups(P>0.05).(2)Comparison of general demographic data and disease-related data between the two groups of patients: The statistical results show no significant difference(P>0.05),and are comparable.(3)Impact of Peer Education Combined micro-lectures Intervention Model on Glucose Metabolism Index:1)Comparison within groups:(1)In the observation group,there were significant differences in FPG,2h PG,and Hb A1 c values between 6 months after intervention and 3 months after intervention(P<0.05);(2)In the control group,there were significant differences in the values of 2h PG and Hb A1 c between 6 months after the intervention and 3 months after the intervention(P <0.05).2)Comparison between groups:Three months after the intervention,FPG and 2h PG values were statistically different between the two groups(P<0.05);FPG,2h PG and Hb A1 c values were significantly different between the two groups after 6 months of intervention(P<0.05).(4)Impact of Peer Education Combined micro-lectures Intervention Model on DDS Score: 1)Comparison within groups:(1)There weresignificant differences in the DDS scores between the observation group and those before and 3 months after the intervention(P<0.05);(2)There were no significant differences in the DDS scores of the three time nodes in the control group(P >0.05).2)Comparison between groups:There were significant differences in DDS scores between the two groups at 3months and 6 months after the intervention(P<0.05).(5)Impact of Peer Education Combined micro-lectures Intervention Model on SDSCA Score:1)Comparison within groups:(1)There was a significant difference in the SDSCA score between the observation group and 6 months after the intervention,before and 3 months after the intervention(P<0.05);(2)The comparison of SDSCA scores at the three time nodes of the control group showed that there was a significant difference in SDSCA scores between 6 months after the intervention and before the intervention(P<0.05).2)Comparison between groups:There were statistical differences in SDSCA scores between the two groups at 3months and 6 months after the intervention(P<0.05).(6)Impact of Peer Education Combined micro-lectures Intervention Model on A-DQOL Total Score and Each Sub-dimension:1)Comparison within groups:(1)There were significant differences in satisfaction,anxiety 2 and A-DQOL total scores between 6 months after intervention and 3 months after intervention(P<0.05);(2)There were no significant differences in the satisfaction,impact,anxiety 1,and anxiety 2dimensions of the control group at three time points(P > 0.05).2)Comparison between groups:There were statistical differences between the two groups in the two dimensions of satisfaction,impact,anxiety,and total A-DQOL scores at 3 months and 6 months after the intervention(P<0.05).(7)Impact of Peer Education Combined micro-lectures Intervention Model on MDKT Score:1)Comparison within groups:(1)There was a significant difference in the MDKT score between the observation group at 6 months after the intervention and before and 3 months after the intervention(P<0.05);(2)The comparison of MDKT scores at the three time nodes of the control group showed that there was a significant difference in MDKT scores between 6 months after intervention and before intervention(P<0.05).2)Comparison between groups:There were statistical differences in MDKT scores between the two groups after 3and 6 months of intervention(P<0.05).Conclusion:Peer education combined with micro-lectures intervention model can improve the health outcomes of young and middle-aged patients with type 2 diabetes;Improve the quality of life and self-management,and reduce their disease-related suffering;The consultation and education provided under the peer education combined micro-lecture model can effectively improve the level of diabetes knowledge among young and middle-aged patients with type 2 diabetes.