Use of Diabetes Education Interventions among Adults with Diabetes
Introduction
Currently, 27% of total adults above the age of 60 suffer from diabetic conditions (National Institute of Diabetes and Digestive and Kidney Diseases, 2016). A majority percentage (Between 90-95%) of this group has type II diabetes. In effect, it is clear that continuous research must be performed diligently and effectively in order to find measures that are aimed at controlling the effects of diabetes amongst this adult group. For many years, older adults have been sidelined when it comes to diabetes education interventions, especially those over 60 years of age. According to Beverly, Fitzgerald, Sitnikov, Ganda, OCaballero, and Weinger, (2013), most researchers cite this underrepresentation to be as a result of an assumption that this older group of adults has hindered cognitive, functional, and psychosocial status that may further affect their diabetes self-management. In this regard, there have been minimal evidence-based guidelines that have been established in order to assist this age group (National Institute of Diabetes and Digestive and Kidney Diseases, 2016). However, this an area of interest considering that studies have continued to show that as much as mental capacities for older adults may deteriorate with age, their learning ability on diabetes management does not diminish. Therefore, it would be important to provide systematic and thorough education to older adults in order to achieve evidence-based care.
Research Performed
The research performed to ascertain the benefits of using diabetes education among older adults was applied on 71 older adults (between 60 and 75 years) and 151 younger adults within a community (Beverly et al., 2013). The study population was randomized whereby they were to participate in three groups namely an attention control group, a 1-to-1 education or a structured behavioral group. The research design and methods were formulated in such a way that all participants (both the older participants and the younger ones) would be taught how to do self-care on their own. The self-care process involved blood glucose checks, three- day pedometer reading, and assessment of the frequency of self-care. The study further considered all psychosocial factors involved such as the self-efficacy of the process, coping style among the participants, depression levels, quality of life or any frustrations experienced (Beverly et al., 2013). Mainly, these factors were meant to assess the benefits of diabetes education among the participants bearing in mind the psychosocial effects of the same. The research was designed to measure the psychosocial factors at baseline and also assess the same factors at 3months, 6 months and 12 months after the intervention. The results would be taken for each and every member of the study group, and the findings compared between the older and the younger persons to see whether one group was better assisted by the diabetes education than the other.
Clinical Findings
The results showed that both older and younger adults achieved an improved self-care management over time (Beverly et al., 2013). In addition, both older and younger groups showed improved conditions (based on the measurement of psychosocial factors) and the improvement was maintained even at 12 months. After the 3 months, 6 months and 12 months follow-ups, it was noted that both the younger and older participants exhibited an improved frequency of glucose checks, self-care monitoring, less depression, higher quality of life, less distress or frustration with self-care and higher coping styles (Beverly et al., 2013). In the structured behavioral group, both younger and older participants improved in a similar way over time. In the attention control group, older participants showed higher glycemic improvements as compared to the younger participants. In the individual control group, the younger participants showed higher improvement as compared to the older group. However, the improvement for both older and younger group was higher and had improved significantly at 12 months. Definitely, these results lead researchers to the conclusion that older adults can highly benefit from self-management education interventions. The results did not differ depending on the type of diabetes, meaning that it can be applied to both Type I and type II diabetes (Beverly et al., 2013).
Significance to the Nursing Practice
The results of the above research show that indeed diabetes education can be used to encourage self-care management amongst older adults since their learning ability does not diminish as they age. In the nursing practice, it would be vital to apply this tactic in order to enhance the quality of life among older adults suffering from diabetes. The research ascertains that teaching older persons about diabetes self-management has a positive impact on their self-care and psychosocial aspects. Therefore, the nursing practice should not sideline older patients (over 60 years) by assuming that they cannot be effectively managed through diabetes education. It is also crucial to note that apart from improving the health outcomes of the older diabetic patients, such education interventions can significantly lower economic burden associated with diabetes (Deakin, 2011). If this intervention is consistently and effectively utilized in the nursing practice, there would be improved self-care, psychosocial status and glycemic outcomes, further reducing mortality, morbidity, and costs that come with the disease (Deakin, 2011). Furthermore, this research further confirms that the goals of diabetes education are the same for all patients regardless of age, and therefore more education programs should be designed for older patients, not just the young ones as it is the case currently. The education intervention will also ensure that nurses and other medical practitioners are not overwhelmed by performing various tests such as glucose checks yet they are tasks that patients can do themselves through thorough and systematic guidance (Deakin, 2011). In effect, this means that diabetic education among the older adults will benefit the individual patients, the community, and the medical practitioners.
References
Beverly, E. A., Fitzgerald, S., Sitnikov, L., Ganda, O. P., Caballero, A. E., & Weinger, K. (2013). Do older adults aged 60-75 years benefit from diabetes behavioral interventions? Diabetes Care, (6). 1501. doi:10.2337/dc12-2110.
Deakin, T. (2011). The diabetes pandemic: is structured education the solution or an unnecessary expense? Practical Diabetes, 28(8), 1. doi:10.1002/pdi.1635
National Institute of Diabetes and Digestive and Kidney Diseases. (2016). Better choices, Better health: Diabetes National Council on Aging. https://www.niddk.nih.gov/health-information/health-communication-programs/ndep/living-with-diabetes/older-adults/management/Pages/management.aspx
