Initial versus ongoing education: Perspectives of people with type 1 diabetes in 13 countries |
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| Affiliation: | 1. Division of Tropical and Humanitarian Medicine, University of Geneva and Geneva University Hospitals, Switzerland;2. Division of Therapeutic Education for Chronic Diseases, Geneva University Hospitals and Director, WHO Collaborating Centre for Reference and Research in the Field of Education and Long-Term Follow-up Strategies for Chronic Diseases, Switzerland;1. Department of Public Health & Preventive Medicine, SUNY Upstate Medical University, Syracuse, USA;2. Department of Urology, SUNY Upstate Medical University, Syracuse, USA;3. Section of Urology, Geisel School of Medicine at Dartmouth, Lebanon, USA;4. Urology of Virginia, Eastern Virginia Medical School, Virginia Beach, USA;1. Department of Medicine, University of Maryland School of Medicine, Baltimore, MD, USA;2. Department of Health, Behavior and Society, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA;3. Social and Behavioral Research Branch, National Human Genome Research Institute, National Institutes of Health, Bethesda, MD, USA;4. Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA;5. Department of Community-Public Health, Johns Hopkins School of Nursing, Baltimore, MD, USA;6. Department of Health Behavior and Health Education, University of Michigan School of Public Health, Ann Arbor, MI, USA;7. Division of Genetics, Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA;8. Harvard Medical School, Boston, MA, USA;9. Broad Institute of MIT and Harvard, Cambridge, MA, USA;10. Partners Personalized Medicine, Boston, MA, USA;1. Johns Hopkins University School of Medicine, Baltimore, MD, USA;2. Portland VA Medical Center, Portland, OR, USA;3. Department of Medicine, Oregon Health Sciences University, Portland, OR, USA;4. Department of Health Services, Policy & Practice, Brown University School of Public Health, Providence, RI, USA;5. Saint-Lukes Roosevelt, New York, NY, USA;6. Department of Medicine, Wayne State University, Detroit, MI, USA;1. Division of General Internal Medicine and Geriatrics, Northwestern University Feinberg School of Medicine, Chicago, USA;2. Erie Family Health Center, Chicago, USA;3. Feinberg School of Medicine, Chicago, USA;4. The Joint Commission, Oakbrook Terrace, USA;1. Sections of Infectious Diseases, Baylor College of Medicine, Houston, TX 77030, USA;2. Emergency Medicine, Baylor College of Medicine, Houston, TX 77030, USA;3. Department of Pediatrics, Baylor College of Medicine, Houston, TX 77030, USA;4. Baylor College of Medicine and Children’s Nutrition Research Center, Baylor College of Medicine, Houston, TX 77030, USA;5. Baylor College of Medicine’s, Michael E. DeBakey High School for Health Professions, Houston, TX, 77021, USA |
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| Abstract: | PurposeTo understand the perspectives of people with type 1 diabetes with regards to the diabetes education they receive within the health system.MethodsGrounded Theory was used for the collection and analysis of data from interviews with 101 people with type 1 diabetes from 13 countries.ResultsThere are two aspects to education, namely initial education received when diagnosed and the ongoing education people continue to receive. Within these two categories content and process of diabetes education are important as are factors linked to the healthcare worker and setting.ConclusionsTangible elements are the “what” that is delivered and are the different skills and information needed for people to manage their diabetes. Process elements are the “how” this is delivered. Finally intangible elements are those, which were found to be specific to certain contexts and health professionals. These could be the hardest to replicate, but possibly the most important.Practice implicationsHealth systems can provide the tangible elements and organize themselves to have processes in place to deliver education. The challenge is how can the intangible elements be seen as important and developed and delivered to improve management, but also meet the needs of people with diabetes. |
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| Keywords: | Type 1 diabetes Patient education Educational activities Training programs Knowledge |
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