The University of Southampton
University of Southampton Institutional Repository

Diabetes education and self-management for ongoing and newly diagnosed (DESMOND): process modelling of pilot study

Diabetes education and self-management for ongoing and newly diagnosed (DESMOND): process modelling of pilot study
Diabetes education and self-management for ongoing and newly diagnosed (DESMOND): process modelling of pilot study
Objective To determine the effects of a structured education program on illness beliefs, quality of life and physical activity in people newly diagnosed with Type 2 diabetes.
Methods Individuals attending a diabetes education and self-management for ongoing and newly diagnosed (DESMOND) program in 12 Primary Care Trusts completed questionnaire booklets assessing illness beliefs and quality of life at baseline and 3-month follow-up, metabolic control being assessed through assay of HbA1c.
Results Two hundred and thirty-six individuals attended the structured self-management education sessions, with 97% and 64% completing baseline and 3-month follow-up questionnaires. At 3 months, individuals were more likely to: understand their diabetes; agree it is a chronic illness; agree it is a serious condition, and that they can affect its course. Individuals achieving a greater reduction in HbA1c over the first 3 months were more likely to agree they could control their diabetes at 3 months (r = 0.24; p = 0.05), and less likely to agree that diabetes would have a major impact on their day to day life (r = 0.35; p = 0.006).
Conclusion Pilot data indicate the DESMOND program for individuals newly diagnosed with Type 2 diabetes changes key illness beliefs and that these changes predict quality of life and metabolic control at 3-month follow-up.
Practice implications Newly diagnosed individuals are open to attending self-management programs and, if the program is theoretically driven, can successfully engage with the true, serious nature of diabetes.

type 2 diabetes mellitus, newly diagnosed, structured education, patient self-management, Illness beliefs, quality of life
0738-3991
369-377
Skinner, T.C.
266ca58c-9a2e-4bc3-97b2-e9dc905b03ab
Carey, M.E.
064cc872-5153-4558-8277-fcb16afb6448
Cradock, S.
7e3ef756-915a-404f-b566-6121a2ea458c
Daly, H.
5713096a-77ce-490b-a526-8eaa3e7272fe
Davies, M.J.
f9609f88-3592-4fb3-a103-b45eabcbac3d
Doherty, Y.
a6e7ab14-10e2-43be-8daf-7175a695f13a
Heller, S.
ab46b800-18b6-4fb5-93fd-cc96e3d6577d
Khunti, K.
fff28962-0cd2-43b6-884d-df8b49d7cd6c
Oliver, L.
2b3605d1-f3e4-4271-8954-03154f307a76
Skinner, T.C.
266ca58c-9a2e-4bc3-97b2-e9dc905b03ab
Carey, M.E.
064cc872-5153-4558-8277-fcb16afb6448
Cradock, S.
7e3ef756-915a-404f-b566-6121a2ea458c
Daly, H.
5713096a-77ce-490b-a526-8eaa3e7272fe
Davies, M.J.
f9609f88-3592-4fb3-a103-b45eabcbac3d
Doherty, Y.
a6e7ab14-10e2-43be-8daf-7175a695f13a
Heller, S.
ab46b800-18b6-4fb5-93fd-cc96e3d6577d
Khunti, K.
fff28962-0cd2-43b6-884d-df8b49d7cd6c
Oliver, L.
2b3605d1-f3e4-4271-8954-03154f307a76

Skinner, T.C., Carey, M.E., Cradock, S., Daly, H., Davies, M.J., Doherty, Y., Heller, S., Khunti, K. and Oliver, L. (2006) Diabetes education and self-management for ongoing and newly diagnosed (DESMOND): process modelling of pilot study. Patient Education and Counselling, 64 (1-3), 369-377. (doi:10.1016/j.pec.2006.04.007).

Record type: Article

Abstract

Objective To determine the effects of a structured education program on illness beliefs, quality of life and physical activity in people newly diagnosed with Type 2 diabetes.
Methods Individuals attending a diabetes education and self-management for ongoing and newly diagnosed (DESMOND) program in 12 Primary Care Trusts completed questionnaire booklets assessing illness beliefs and quality of life at baseline and 3-month follow-up, metabolic control being assessed through assay of HbA1c.
Results Two hundred and thirty-six individuals attended the structured self-management education sessions, with 97% and 64% completing baseline and 3-month follow-up questionnaires. At 3 months, individuals were more likely to: understand their diabetes; agree it is a chronic illness; agree it is a serious condition, and that they can affect its course. Individuals achieving a greater reduction in HbA1c over the first 3 months were more likely to agree they could control their diabetes at 3 months (r = 0.24; p = 0.05), and less likely to agree that diabetes would have a major impact on their day to day life (r = 0.35; p = 0.006).
Conclusion Pilot data indicate the DESMOND program for individuals newly diagnosed with Type 2 diabetes changes key illness beliefs and that these changes predict quality of life and metabolic control at 3-month follow-up.
Practice implications Newly diagnosed individuals are open to attending self-management programs and, if the program is theoretically driven, can successfully engage with the true, serious nature of diabetes.

This record has no associated files available for download.

More information

Published date: 2006
Keywords: type 2 diabetes mellitus, newly diagnosed, structured education, patient self-management, Illness beliefs, quality of life
Organisations: Psychology

Identifiers

Local EPrints ID: 55689
URI: http://eprints.soton.ac.uk/id/eprint/55689
ISSN: 0738-3991
PURE UUID: 8c975450-f224-4986-a038-6f54bcb495be

Catalogue record

Date deposited: 04 Aug 2008
Last modified: 15 Mar 2024 10:56

Export record

Altmetrics

Contributors

Author: T.C. Skinner
Author: M.E. Carey
Author: S. Cradock
Author: H. Daly
Author: M.J. Davies
Author: Y. Doherty
Author: S. Heller
Author: K. Khunti
Author: L. Oliver

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×