41-LB: Effectiveness of a Two-Year Peer Support Diabetes Education Intervention Implemented in a Semiurban Mayan Community in the Yucatan, Mexico

Diabetes ◽  
2020 ◽  
Vol 69 (Supplement 1) ◽  
pp. 41-LB
Author(s):  
KAREN G. CASTILLO-HERNÁNDEZ ◽  
HUGO LAVIADA ◽  
ALAN ESPINOSA-MARRÓN ◽  
FERNANDA MOLINA
Keyword(s):  
Peer Support ◽  
Diabetes Education ◽  
Education Intervention

Evaluation of patient-reported outcomes data in structured diabetes education intervention: 2-year follow-up data of patient empowerment programme

Endocrine ◽  
2016 ◽  
Vol 54 (2) ◽  
pp. 422-432 ◽  
Author(s):  
Carlos K. H. Wong ◽  
Cindy L. K. Lam ◽  
Eric Y. F. Wan ◽  
Anca K. C. Chan ◽  
C. H. Pak ◽  
...  
Keyword(s):  
Patient Reported Outcomes ◽  
Diabetes Education ◽  
Patient Empowerment ◽  
Education Intervention ◽  
Patient Reported

scholarly journals Testing an analogue game to promote peer support and person-centredness in education for people with type 2 diabetes: a realist evaluation

2020 ◽  
Author(s):  
Vibeke Stenov ◽  
Pil Lindgreen ◽  
Ingrid Willaing Tapager ◽  
Henning Grubb Basballe ◽  
Lene Eide Joensen
Keyword(s):  
Type 2 Diabetes ◽  
Peer Support ◽  
Healthcare Professionals ◽  
Diabetes Education ◽  
Realist Evaluation ◽  
Audio Recordings ◽  
Quasi Experimental ◽  
Peer Dialogue ◽  
Group Interviews

Aim To explore the outcomes of testing an analogue game to incorporate person-centredness and peer dialogues in group-based diabetes education targeting people with type 2 diabetes Design A quasi-experimental design inspired by realistic evaluation focusing on context, mechanisms and outcomes of the intervention Methods In March-July 2019, the game was tested among 76 people with type 2 diabetes and 17 healthcare professionals in 19 settings across nine Danish municipalities. Data consisted of audio recordings, individual and group interviews and questionnaires. Data were analysed using systematic text condensation and descriptive statistics. Results Outcomes of using the analogue game in diabetes education were: 1) a playful and relaxed atmosphere; 2) active engagement 3) reflections on diabetes-specific experiences; 4) structured and focused dialogues; 5) healthcare professionals gaining insight into the preferences and needs of participants; and 6) healthcare professionals experiencing peer dialogue as important to incorporate into education. Questionnaire responses showed that 92% of people with type 2 diabetes and 94% of healthcare professionals found that the game incorporated person-centredness and peer dialogues into diabetes education. Conclusion Implementing the analogue game as part of patient education facilitated peer support and person-centredness in a fun and playful way. Lack of time in diabetes education programmes and complicated game rules inhibited person-centeredness and peer dialogue.

scholarly journals Playing with peers: Exploring peer support mechanisms of a type 2 diabetes-specific board game

2020 ◽  
Author(s):  
Pil Lindgreen ◽  
Vibeke Stenov ◽  
Ingrid Willaing Tapager ◽  
Henning Grubb Basballe ◽  
Lene Eide Joensen
Keyword(s):  
Type 2 Diabetes ◽  
Focus Groups ◽  
Peer Support ◽  
Health Care Professionals ◽  
Diabetes Education ◽  
Board Game ◽  
Audio Recordings ◽  
Support Mechanisms ◽  
Rules Of The Game

Aim To explore specific mechanisms of a board game aiming to facilitate peer support among people with type 2 diabetes. Design Qualitative observational study including game tests in group-based diabetes education programs and focus groups exploring experiences among people with type 2 diabetes playing the game. Methods The game was tested with 77 people with type 2 diabetes in March-July 2019. Data from audio recordings of game tests and focus groups were analysed using interpretive description. Results Six mechanisms facilitated peer support among people with type 2 diabetes: 1) entering a safe space of normality created by emotional in-game mirroring; 2) mutual in-game acknowledgment of out-of-game efforts; 3) forming relationships through in-game humor; 4) health care professionals using game rules to support group dialogues of interest to people with type 2 diabetes; 5) being inspired by in-game exchange of tips and tricks; and 6) co-players guiding each other during the game. Peer support was inhibited by the mechanism of game rules obstructing group dialogues. Conclusion The board game effectively facilitated peer support through playfulness and humor and helped players form relationships. Additionally, the game established a framework for players to share and listen to each other's diabetes-specific experiences, promoting a sense of normality and cohesiveness. This process depended on facilitating educators' flexibility to balance the rules of the game with its aim of creating peer support.

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