Abstract
Aims: To explore the experiences of young adults towards self-management of type 1 diabetes in the context of a structured education programme.
Methods: Qualitative interviews and focus groups were conducted with young adults attending a structured education course promoting a flexible and self-directed format. Participants attending the structured education courses were recruited using purposive sampling to acquire a broad mix of participants based on age and equal numbers of males and females. Fifteen interviews were conducted at 12 weeks following each course, whilst 7 focus groups and observations of the course delivery were conducted at two course sites led by nurse/dietician educators representing two different diabetes centres (paediatric and adult). The interview and focus group data were audio recorded and transcribed, coded and analysed thematically in search of similarities and differences.
Results: The analysis revealed three themes, ‘we’re in it together’, ‘tacit benefits’ and ‘transitions beyond the structured education programme’. The findings show that structured education programmes can facilitate reflective critical thinking and greater engagement with diabetes self-management if they: a) foster maximal learning from fellow participants to decrease feelings of isolation, b) maximise engagement during the course by delivering the content in a flexible manner, and c) recognise the social and emotional needs of young adults.
Conclusion: Structured education courses can result in improved critical thinking and engagement with diabetes self-management by empowering young adults through a flexible and self-directed learning style that encourages peer group discussion.
Methods: Qualitative interviews and focus groups were conducted with young adults attending a structured education course promoting a flexible and self-directed format. Participants attending the structured education courses were recruited using purposive sampling to acquire a broad mix of participants based on age and equal numbers of males and females. Fifteen interviews were conducted at 12 weeks following each course, whilst 7 focus groups and observations of the course delivery were conducted at two course sites led by nurse/dietician educators representing two different diabetes centres (paediatric and adult). The interview and focus group data were audio recorded and transcribed, coded and analysed thematically in search of similarities and differences.
Results: The analysis revealed three themes, ‘we’re in it together’, ‘tacit benefits’ and ‘transitions beyond the structured education programme’. The findings show that structured education programmes can facilitate reflective critical thinking and greater engagement with diabetes self-management if they: a) foster maximal learning from fellow participants to decrease feelings of isolation, b) maximise engagement during the course by delivering the content in a flexible manner, and c) recognise the social and emotional needs of young adults.
Conclusion: Structured education courses can result in improved critical thinking and engagement with diabetes self-management by empowering young adults through a flexible and self-directed learning style that encourages peer group discussion.
| Original language | English |
|---|---|
| Pages (from-to) | 1531-1537 |
| Number of pages | 7 |
| Journal | Diabetic Medicine |
| Volume | 35 |
| Issue number | 11 |
| Early online date | 2 Aug 2018 |
| DOIs | |
| Publication status | Published - 22 Oct 2018 |
