Expanding the enablement framework and testing an evaluative instrument for diabetes patient education

Authors


Lynnette Leeseberg Stamler, Collaborative BScN Program, Nipissing University, 100 College Drive, Box 5002, North Bay, Ontario, Canada P1B 8L7. E-mail: lynnetts@unipissing.ca

Abstract

Expanding the enablement framework and testing an evaluative instrument for diabetes patient education

Background. Strategies to delay or prevent complications from diabetes include diabetes patient education. Diabetes educators seek to provide education that meets the needs of clients and influences positive health outcomes.

Aims. (1) To expand prior research exploring an enablement framework for patient education by examining perceptions of patient education by persons with diabetes and (2) to test the mastery of stress instrument (MSI) as a potential evaluative instrument for patient education.

Method. Triangulated data collection with a convenience sample of adults taking diabetes education classes. Half the sample completed audio-taped semi-structured interviews pre, during and posteducation and all completed the MSI posteducation. Qualitative data were analysed using latent content analysis, descriptive statistics were completed.

Results. Qualitative analysis revealed content categories similar to previous work with prenatal participants, supporting the enablement framework. Statistical analyses noted congruence with psychometric findings from development of MSI; secondary qualitative analyses revealed congruency between MSI scores and patient perceptions.

Conclusions. Mastery is an outcome congruent with the enablement framework for patient education across content areas. Mastery of stress instrument may be a instrument for identification of patients who are coping well with diabetes self-management, as well as those who are not and who require further nursing interventions.

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