Nurses only and multidisciplinary teams were the most frequent professionals to provide education , and most educational interventions were delivered postdischarge .
Psychoeducational interventions were generally effective at reducing smoking and admissions for patients with ACS .
Culturally appropriate health education , self-management educational interventions , group medical visits and psychoeducational interventions were generally effective for patients with T2DM .
Results indicate that there is a body of current evidence about the efficacy of health education , its content and delivery methods for patients with ACS or T2DM .
OBJECTIVES This umbrella review aim ed to identify the current evidence on health education-related interventions for patients with acute coronary syndrome ( ACS ) or type two diabetes mellitus ( T2DM ) ; identify the educational content , delivery methods , intensity , duration and setting required .
The purpose was to provide recommendations for educational interventions for high-risk patients with both ACS and T2DM .
Effect of a Bicultural Community Health Worker on Completion of Diabetes Education in a Hispanic Population
OBJECTIVE To determine the effect of a bicultural community health worker ( CHW ) on completion of diabetes education in an inner-city Hispanic patient population and to evaluate the impact of completion of the education program on patient knowledge , self-care behaviors , and glycemic control . RESEARCH DESIGN AND METHODS Patients were r and omized into CHW intervention and non-CHW intervention groups . All patients received individualized , comprehensive diabetes education from a certified diabetes nurse educator after baseline demographic information , diabetes knowledge , diabetes self-care practice s , and glycohemoglobin levels were assessed . Rates of education program completion were determined . Diabetes knowledge , self-care practice s , and glycohemoglobin levels were reassessed at program completion and at a later postprogram follow-up medical appointment and compared to baseline . Logistic regression analysis and the Mantel-Haenszel χ2 statistic were used to determine the effect of the CHW assignment on program completion . Analyses of covariance were performed with end-of-treatment behavior scores , knowledge scores , and glycohemoglobin levels as outcome variables , controlling for baseline values and testing for the effect of CHW assignment . RESULTS Of 64 patients enrolled in the study , 40 ( 63 % ) completed and 24 ( 37 % ) dropped out before completing the diabetes education program . Of the patients having CHW intervention , 80 % completed the education program , compared with 47 % of patients without CHW intervention ( P = 0.01 ) . “ Dropouts ” were younger ( age 47.5 ± 12.5 years [ mean ± SD ] ) compared with patients who completed the program ( 55.9 ± 9.9 years ) ( P = 0.004 ) . Dropout status showed no significant relationship to educational level achieved or literacy level . For the program “ completers , ” knowledge levels and selected self-care practice s significantly improved , and glycohemoglobin levels improved from a baseline level of 11.7 % to 9.9 % at program completion ( P = 0.004 ) and 9.5 % at the postprogram follow-up ( P < 0.001 ) . The effect of the CHW assignment on program completion , controlling for financial status and language spoken , was extremely robust ( P = 0.007 ) . The effect of the CHW on knowledge , self-care behavior , or glycohemoglobin outcome variables was not statistically significant . CONCLUSIONS These findings suggest that intervention with a bicultural CHW improved rates of completion of a diabetes education program in an inner-city Hispanic patient population irrespective of literacy or educational levels attained . Our data further suggests that completion of individualized diabetes educational strategies leads to improved patient knowledge , self-care behaviors , and glycemic control
Nurses only and multidisciplinary teams were the most frequent professionals to provide education , and most educational interventions were delivered postdischarge .
Psychoeducational interventions were generally effective at reducing smoking and admissions for patients with ACS .
Culturally appropriate health education , self-management educational interventions , group medical visits and psychoeducational interventions were generally effective for patients with T2DM .
Results indicate that there is a body of current evidence about the efficacy of health education , its content and delivery methods for patients with ACS or T2DM .
OBJECTIVES This umbrella review aim ed to identify the current evidence on health education-related interventions for patients with acute coronary syndrome ( ACS ) or type two diabetes mellitus ( T2DM ) ; identify the educational content , delivery methods , intensity , duration and setting required .
The purpose was to provide recommendations for educational interventions for high-risk patients with both ACS and T2DM .