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 .
Effects of self-management training in Type 2 diabetes: a randomized, prospective trial.
AIMS The efficacy of three education programmes for Type 2 diabetic patients was tested in a r and omized trial . A didactic-oriented training programme ( treatment A ) was compared with a self-management-oriented programme delivered in group sessions ( treatment B ) . The latter programme was compared with a more individualized approach ( treatment C ) . METHODS One hundred and eighty-one Type 2 diabetic patients ( age 55.6 + /- 6.3 years , diabetes duration 6.6 + /- 6.2 years , HbA(1c ) 7.8 + /- 1.6 % , female 49.7 % ) took part . Efficacy was assessed 3 months ( t1 ) after baseline ( t0 ) and at a follow-up 15 months ( t2 ) after baseline . RESULTS The fall in HbA(1c ) in treatment B at t1 was sustained at t2 ( t0 8.1 + /- 1.8 % , t1 7.3 + /- 1.7 % , t2 7.4 + /- 1.9 % ) . In treatment A , HbA(1c ) was unchanged throughout ( t0 7.6 + /- 1.5 % , t1 7.5 + /- 1.3 % , t2 7.7 + /- 1.7 % ; treatment A vs. treatment B ; P < 0.05 ) . With the more individualized approach of treatment C , there was a fall in HbA(1c ) at t1 , but this was not sustained at t2 ( t0 7.8 + /- 1.6 % , t1 7.1 + /- 1.3 % , t2 7.6 + /- 1.6 % ; treatment B vs. treatment C ; P = 0.73 ) . There were also significant benefits in treatment B subjects compared with treatment A in further medical ( body mass index and fasting blood glucose ) , psychological ( control , irritability and hunger dependency of eating behaviour , and trait anxiety ) and behavioural ( exercise ) variables . There were no significant benefits of the more individualized treatment C compared with group treatment B. No significant differences were found regarding triglyceride levels , high-density lipoprotein , diabetes-related knowledge , negative well-being , urine or blood glucose levels or foot care . CONCLUSION Self-management training had a significantly higher medium-term efficacy than didactic diabetes education . The group sessions were more effective than a more individualized approach
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 .