Restrictors of the effectiveness of diabetes self‑management education: A qualitative content analysis
نویسندگان
1 Student Research Committee, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran Nursing and Midwifery Sciences Development Research Center, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2 Nursing and Midwifery Sciences Development Research Center, Najafabad Branch, Islamic Azad University, Najafabad, Iran Nursing and Midwifery Care Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
3 Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
4 Isfahan Endocrine and Metabolism Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
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چکیده
BACKGROUND: A key step for improving the effectiveness of diabetes self‑managementeducation (DSME) is to identify its restrictors.OBJECTIVES: The aim of this study was to explore the restrictors of the effectiveness of DSME.METHODS: This descriptive qualitative study was conducted in March 2016–2017. Participantswere 16 DSME providers (viz., physicians, nurses, nutritionists, and psychologists) and nine DSMEreceivers (viz., patients and their family members) – 25 in total. Semi‑structured interviews were heldfor data collection. Interviews were transcribed word by word and analyzed through conventionalcontent analysis approach proposed by Graneheim and Lundman.RESULTS: The restrictors of the effectiveness of DSME were categorized into three main categoriesand 11 subcategories, namely patients’ limited welcoming of DSME classes (allocating limited timefor participation in DSME classes, inadequate knowledge about diabetes mellitus [DM] importance,inappropriate educational environment, and financial problems), unfavorable adherence totreatments: serious challenge (inattention to educations, poor motivation for adherence to medicalrecommendations, and inattention to the psychological aspects of DM), and the difficulty of adulteducation (the difficulty of changing health‑related attitudes and behaviors, mere informationdelivery during education, adults’ physical and perceptual limitations, and diabetes educators’ limitedcompetence in adult education).CONCLUSION: The findings of the present study provide an in‑depth understanding about therestrictors of the effectiveness of DSME. DM management authorities and policymakers can usethese findings to develop strategies for improving the effectiveness of DSME.
