Structured education of patient with diabetes: A review of organizational and methodological strategies and success factors

Abstract

All diabetic patients must take part in structured education to acquire the knowledge, skills and abilities needed for self-management, self-control, and change in health behaviors, to achieve ideal glucoregulation. This is of particular importance for patients with type 2 diabetes, which is associated with an inadequate lifestyle and accounts for up to 90% of all diabetes. Structured education must consider the organizational and methodological conditions and criteria of the American Diabetes Association. Education can be realized as an individual, group, or combined form of work, with clearly defined goals and outcomes. The public health approach is focused on working in small groups, due to cost-effectiveness and efficiency, which may reach more participants. The education provider may be one or more healthcare professionals, as a team. Duration of education is an important success factor, with each hour of education are resulting in a 0.04% reduction in HbA1c levels. Consequently, education of more than 10 hours has the best results in the greatest number of participants. Interactive work, active patient involvement in education, problem-solving, and group discussions promote effective education and metabolic control. However, in addition to hiring healthcare professionals, successful education requires patient participation in a constant change in life habits, and this depends on many factors: personal attitudes, health beliefs, awareness of illness and health, skills, life priorities, financial resources, family support, workplace and community. Therefore, there is a need to empower patients, motivate them to act, develop and implement the recommended behavior in daily life, for the maintenance of good health and the prevention of long-term complications of diabetes.

Keywords

• diabetes
• self-care
• education
• standards
• achievement