Usability of a Diabetes and Cardiovascular Disease Education Module in an African American, Diabetic Sample With Physical, Visual, and Cognitive Impairment


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Abstract

ObjectiveDevelop an accessible education module and test whether presence of diabetes complications and functional impairments differentially impacted intervention usability.Method30 African Americans with type 2 diabetes completed 1 of 4 (90-min) group education classes. Preintervention measures included medical history, Medical Outcomes Study Short Form–8, Telephone Interview for Cognitive Status, and Diabetes and Cardiovascular Disease Knowledge Test. For outcomes comparisons, patients were categorized according to functional impairment (physical; physical + cognitive or physical + visual; physical + cognitive + visual) and number of diabetes complications (0–1, 2–3, 4–6). Outcome measures were knowledge test change scores and patient ratings of satisfaction and accessibility of class and materials.ResultsEducation resulted in increased mean knowledge scores, from 6.6 to 11.3 (p < .001), with significant learning found for participants in all functional impairment categories and with 0–3 complications. Patient ratings of accessibility and satisfaction were high (42–43 of 45), with minor areas identified for improvement among persons with excess complications (4–6) and impairment (physical + cognitive + visual).ConclusionThe diabetes education module demonstrated accessibility and effectiveness. It may be particularly useful in treating high-risk, diabetic adults with existing complications, functional impairment, or disability.

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