Usability of a Diabetes and Cardiovascular Disease Education Module in an African American, Diabetic Sample With Physical, Visual, and Cognitive Impairment

Felicia Hill-Briggs, Mariana Lazo-Elizondo, Ronda Renosky, Charisse Ewing

Research output: Contribution to journalArticle

Abstract

Objective: Develop an accessible education module and test whether presence of diabetes complications and functional impairments differentially impacted intervention usability. Method: 30 African Americans with type 2 diabetes completed 1 of 4 (90-min) group education classes. Preintervention measures included medical history, Medical Outcomes Study Short Form-8, Telephone Interview for Cognitive Status, and Diabetes and Cardiovascular Disease Knowledge Test. For outcomes comparisons, patients were categorized according to functional impairment (physical; physical + cognitive or physical + visual; physical + cognitive + visual) and number of diabetes complications (0-1, 2-3, 4-6). Outcome measures were knowledge test change scores and patient ratings of satisfaction and accessibility of class and materials. Results: Education resulted in increased mean knowledge scores, from 6.6 to 11.3 (p <.001), with significant learning found for participants in all functional impairment categories and with 0-3 complications. Patient ratings of accessibility and satisfaction were high (42-43 of 45), with minor areas identified for improvement among persons with excess complications (4-6) and impairment (physical + cognitive + visual). Conclusion: The diabetes education module demonstrated accessibility and effectiveness. It may be particularly useful in treating high-risk, diabetic adults with existing complications, functional impairment, or disability.

Original languageEnglish (US)
Pages (from-to)1-8
Number of pages8
JournalRehabilitation Psychology
Volume53
Issue number1
DOIs
StatePublished - Feb 2008

Fingerprint

Vision Disorders
African Americans
Cardiovascular Diseases
Education
Diabetes Complications
Outcome Assessment (Health Care)
Patient Satisfaction
Type 2 Diabetes Mellitus
Learning
Interviews
Cognitive Dysfunction

Keywords

  • African Americans
  • cognition
  • diabetes
  • disability
  • education

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Health Professions(all)
  • Clinical Psychology

Cite this

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abstract = "Objective: Develop an accessible education module and test whether presence of diabetes complications and functional impairments differentially impacted intervention usability. Method: 30 African Americans with type 2 diabetes completed 1 of 4 (90-min) group education classes. Preintervention measures included medical history, Medical Outcomes Study Short Form-8, Telephone Interview for Cognitive Status, and Diabetes and Cardiovascular Disease Knowledge Test. For outcomes comparisons, patients were categorized according to functional impairment (physical; physical + cognitive or physical + visual; physical + cognitive + visual) and number of diabetes complications (0-1, 2-3, 4-6). Outcome measures were knowledge test change scores and patient ratings of satisfaction and accessibility of class and materials. Results: Education resulted in increased mean knowledge scores, from 6.6 to 11.3 (p <.001), with significant learning found for participants in all functional impairment categories and with 0-3 complications. Patient ratings of accessibility and satisfaction were high (42-43 of 45), with minor areas identified for improvement among persons with excess complications (4-6) and impairment (physical + cognitive + visual). Conclusion: The diabetes education module demonstrated accessibility and effectiveness. It may be particularly useful in treating high-risk, diabetic adults with existing complications, functional impairment, or disability.",
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