PDF(Pubmed)
Abstract：
UNASSIGNED: Literature supports the relationship between increased diabetic knowledge and improved health outcomes among individuals with Type II diabetes mellitus (T2DM). In Kenya, knowledge gaps within the at-risk population still exist about the symptoms, complications, and management strategies of T2DM, making it challenging to achieve the required personal and community health levels. The project\'s objective was to determine whether a structured educational intervention for patients in Eldoret, Kenya, would increase diabetic knowledge and self-efficacy and reduce HbA1c levels.
UNASSIGNED: We utilized an experimental study with a convenience sample of 143 participants systematically grouped into control and experimental. The experimental group only received a structured educational intervention based on the health belief model. Pre- and post-intervention data for diabetic knowledge, self-efficacy, and HbA1c were analyzed using the independent T and ANOVA tests.
UNASSIGNED: We observed significant between-group differences for diabetic knowledge (t (116) = 7.22, p<0.001), self-efficacy t (96)=5.323, p<0.001; and HbA1c level t (121) =-2.87, p =.003. We also observed significant within-group differences for diabetic knowledge, t (12.6), p<0.001); self-efficacy t (5.32), p<.001); and HbA1c, t (4.4), p<0.001, in the experimental group only.
UNASSIGNED: This study reveals the effect of a structured education intervention in increasing diabetic knowledge and self-efficacy while reducing HbA1c levels in T2DM patients in Eldoret, Kenya.
UNASSIGNED: We utilized an experimental study with a convenience sample of 143 participants systematically grouped into control and experimental. The experimental group only received a structured educational intervention based on the health belief model. Pre- and post-intervention data for diabetic knowledge, self-efficacy, and HbA1c were analyzed using the independent T and ANOVA tests.
UNASSIGNED: We observed significant between-group differences for diabetic knowledge (t (116) = 7.22, p<0.001), self-efficacy t (96)=5.323, p<0.001; and HbA1c level t (121) =-2.87, p =.003. We also observed significant within-group differences for diabetic knowledge, t (12.6), p<0.001); self-efficacy t (5.32), p<.001); and HbA1c, t (4.4), p<0.001, in the experimental group only.
UNASSIGNED: This study reveals the effect of a structured education intervention in increasing diabetic knowledge and self-efficacy while reducing HbA1c levels in T2DM patients in Eldoret, Kenya.
摘要：
■文献支持在II型糖尿病(T2DM)个体中增加糖尿病知识和改善健康结果之间的关系。在肯尼亚,高危人群对症状的知识差距仍然存在，并发症,和T2DM的管理策略，使达到所需的个人和社区健康水平具有挑战性。该项目的目的是确定是否对Eldoret的患者进行结构化的教育干预，肯尼亚,会增加糖尿病知识和自我效能，降低HbA1c水平。
■我们利用了一项实验研究，方便地将143名参与者系统地分组为对照和实验。实验组仅接受基于健康信念模型的结构化教育干预。干预前后糖尿病知识数据，自我效能感,和HbA1c使用独立的T和ANOVA检验进行分析。
■我们观察到糖尿病知识的组间差异显着（t（116）=7.22，p<0.001），自我效能感t(96)=5.323，p<0.001；糖化血红蛋白水平t(121)=-2.87，p=.003。我们还观察到糖尿病知识的显著组内差异，t(12.6),p<0.001)；自我效能感t(5.32)，p<.001)；和HbA1c，t(4.4),p<0.001,仅在实验组。
■这项研究揭示了在Eldoret的T2DM患者中，结构化教育干预在增加糖尿病知识和自我效能，同时降低HbA1c水平方面的效果。肯尼亚。
■我们利用了一项实验研究，方便地将143名参与者系统地分组为对照和实验。实验组仅接受基于健康信念模型的结构化教育干预。干预前后糖尿病知识数据，自我效能感,和HbA1c使用独立的T和ANOVA检验进行分析。
■我们观察到糖尿病知识的组间差异显着（t（116）=7.22，p<0.001），自我效能感t(96)=5.323，p<0.001；糖化血红蛋白水平t(121)=-2.87，p=.003。我们还观察到糖尿病知识的显著组内差异，t(12.6),p<0.001)；自我效能感t(5.32)，p<.001)；和HbA1c，t(4.4),p<0.001,仅在实验组。
■这项研究揭示了在Eldoret的T2DM患者中，结构化教育干预在增加糖尿病知识和自我效能，同时降低HbA1c水平方面的效果。肯尼亚。
