bluuebunny/crossref_metadata_2025_split huggingface dataset:
Relationship Between Use of Food Labels and Nutrition Knowledge of People With Diabetes
Authors: Kessler Hermine , Wunderlich Shahla M. 
Published: April 2008

PURPOSE The purpose of this study was to identity how people with diabetes use food labels to manage their intake of specific nutrients, which information is used on the Nutrition Facts label, and the relationship between food label use and nutrition knowledge. METHODS A total of 190 individuals participated in this study. Data were collected at six different locations in New Jersey using a four-page questionnaire. Descriptive statistics were employed to assess demographic and clinical characteristics of the participants; chi-square was used to test significance of nominal and ordinal data. RESULTS People with diabetes read food label information more often than general consumers; checking sugar content ranked highest. Only 59% of label users referred to the total carbohydrate listings. The level of nutrition knowledge for the majority of participants was "fair" or less, with the remaining scoring "good" and above. The use of nutrition labeling has a limited effect on nutrition knowledge gain. CONCLUSIONS Individuals who received most of their information from healthcare providers had a "good" or better nutrition knowledge score. An education program is needed that teaches people how to apply information from the Nutrition Facts label to make healthy food choices.
Self-Awareness in Diabetes: Using Body Cues, Circumstances, and Strategies
Authors: Hernandez Cheri Ann , Bradish Grace I. , Rodger N. Wilson , Rybansky Susan I. 
Published: April 2008

PURPOSE This research was the first phase of a study designed to develop and pilot test an educational program to increase self-awareness of salient body cues in adults with Type 1 diabetes. The purpose of this study was to identify (1) the cues, sensations, and circumstances that people with diabetes and their families associate with hypoglycemia, euglycemia, and hyperglycemia; and (2) the types of strategies that people with diabetes use to tune in to body cues and sensations. METHODS A series of four focus group sessions were held at monthly intervals with four female participants and four family members. These sessions were audiotaped and transcribed verbatim. RESULTS Participants described the existence of unique as well as usual body cues for hyperglycemia and hypoglycemia and the circumstances associated with these cues. Subjective and objective strategies were identified for tuning into these body cues and sensations. CONCLUSIONS People with diabetes should be encouraged to identify their own body cues that signify different levels of glycemia because these personal cues may be different than classical textbook symptoms. Even people with hypoglycemia unawareness may recognize unique cues that replace the autonomic ones they have lost.
The Diabetes Time Management Questionnaire
Authors: Gafarian Celeste T. , Heiby Elaine M. , Blair Patrick , Singer Frank 
Published: April 2008

PURPOSE The purpose of this study was to test the psychometric properties of the 49-item Diabetes Time Management Questionnaire (DTMQ) in individuals with diabetes. The DTMQ was designed to assess general time management skills and those specifically relevant to compliance to a diabetes healthcare regimen. METHODS Participants completed the DTMQ; the Habits, Attitudes, and Knowledge Questionnaire of Diabetic Compliance (HAK); and the Diabetes Knowledge Schedule (DKS) to provide two indices of construct validity of the DTMQ. Three HAK items related to time management skills (HAK-TM) provided an index of concurrent criterion-related validity for the DTMQ. RESULTS Test-retest stability reliability results were significant for DTMQ total and individual item scores. Concurrent criterion-related validity of the DTMQ was supported by a significant correlation with the HAK-TM items. Construct validity of the DTMQ was partly supported by significant correlations with the DKS and two HAK items measuring diet and exercise compliance. CONCLUSIONS The results support the use of the DTMQ to assess the time management skills of individuals with diabetes.
Diabetes Educators' Perspectives on Barriers for Patients and Educators in Diabetes Education
Authors: Sprague Maureen A. , Shultz Jill Armstrong , Branen Laurel J. , Lambeth Suzanne , Hillers Virginia N. 
Published: April 2008

PURPOSE this study assessed diabetes educators' perspectives on barriers that potentially affect patient access to and utilization of diabetes education. METHODS A 40-item questionnaire was developed to collect needs assessment data on diabetes education programs. The questionnaire was mailed to a Washington State professional practice group in diabetes education (N=143). RESULTS Most respondents were registered nurses (61%) or registered dietitians (27%); 74% were certified diabetes educators. The educators' perceptions of the difficulty that type 1 versus type 2 patients experience in different areas of self-management after diabetes education underscored the importance of learning effective long-term skills for self-care. Some of the reasons given for type 2 patients dropping out of diabetes education programs were also cited as barriers to conducting follow-up, such as education being a low priority for the patient and the patient not being able to afford diabetes care services. CONCLUSIONS Educators appeared to relate many patient barriers to a lack of patient understanding of the evolving nature of diabetes and the subsequent need for educational support. The role of continuing education for all patients needs to be emphasized to the patient during the initial education, as well as to the healthcare community and the patient's support network.
Using a Focus Group to Design a Diabetes Education Program for an African American Population
Authors: Blanchard Mary A. , Rose Linda E. , Taylor Jan , McEntee Margaret A. , Latchaw Linda L. 
Published: April 2008

PURPOSE the purpose of this project was to determine what factors need to be considered in planning a diabetes education program to better meet the needs of African Americans with diabetes in a community served by a suburban community hospital. METHODS Two focus group sessions were conducted. The sessions were recorded, transcribed, and analyzed by members of the research team. RESULTS Four themes emerged that had bearing on program development: (1) a sense of personal powerlessness, (2) fear related to complications, (3) recognition of knowledge deficits accompanied by an inability to link behavior to outcomes, and (4) a clear vision of what kind of educational setting would interest and benefit the group. CONCLUSIONS There were significant differences between what was being offered for diabetes education at the facility and what was desired according to the focus group, including factors of cost and leadership. Recommendations for future program planning are given.
A Multiethnic Study of the Predictors of Macrosomia
Authors: Hardy Dale S. 
Published: April 2008

PURPOSE this study examined predictors of macrosomia in a multiethnic sample of 213 low-income women diagnosed with gestational diabetes mellitus (GDM) after week 24 of their pregnancy. METHODS Medical records were reviewed retrospectively. Variables examined were mother's height, weight history, educational level, age at diagnosis, weeks at diagnosis and delivery, type of diabetes, mean fasting blood glucose (FBG), and infant's weight, sex, and Apgar scores. RESULTS Fifty-one percent of babies were macrosomic. Weight gain, nonpregnant weight, weight at delivery, FBG, and Apgar scores at 1 minute were associated with macrosomia, especially in Hispanic women. Logistic regression revealed that nonpregnant weight was the strongest predictor of macrosomia. CONCLUSIONS Nonobese GDM mothers with optimal weight gain but with high FBG levels >90 mg/dL may be at risk for macrosomia. The major concerns with obese GDM mothers are nonpregnant weight and high blood glucose levels, in this order. Education for women with GDM should target these risk factors to decrease macrosomia.
Diabetes Patient Education Research: An Integrative Literature Review
Authors: Fain James A. , Nettles Anne , Funnell Martha M. , Prochownik Denise Charron 
Published: April 2008

PURPOSE The purpose of this study is to summarize the accumulated state of knowledge in the area of diabetes patient education research and highlight important issues that research has left unanswered. METHODS An integrative literature review was conducted on the topic of diabetes patient education between the years 1985 and 1998. Keywords used in the computerized search were diabetes mellitus, patient education, health education, research, and behavior change. The databases searched were MEDLINE, CINAHL, HealthSTAR, EMBASE, and CHID-HE. A total of 78 papers were reviewed. RESULTS Most studies lacked a theoretical framework and the majority of studies were conducted in an outpatient setting. HbA,, was the most frequently employed outcome measure, with little, if any, description of the interventions. CONCLUSIONS Much has been learned in terms of the effectiveness of diabetes education on improving knowledge. However, other topic areas and outcomes need further exploration.
Characteristics of the Learner: Children and Adolescents
Authors: Orey Margaret , Kanner Sheri , Lacey Kimberly O. 
Published: April 2008

PURPOSE The purposes of this paper are to (1) review the literature on educational interventions for children and adolescents; (2) determine what kinds of interventions have been studied, how effective they are, and their outcomes; and (3) develop recommendations for further research in the field. METHODS An integrative literature review approach was used. Articles were included in this review if they met the criteria of being an empirical study reporting results of an intervention whose primary subjects were children with type 1 diabetes and/or their families, and published between 1980 and January 1, 1999. Of the 59 articles identified, 41 met these criteria. RESULTS The majority of the studies focused on adolescents. Results suggested that traditional educational interventions are successful in increasing knowledge but less successful in increasing quality of life or improving metabolic control. Psychosocial and family interventions (coping skills training) have been more successful in both quality-of-life and metabolic outcomes. CONCLUSIONS There is much work to be done to strengthen our understanding of what works under what conditions. More studies of younger children, minority youth, and families are needed using wellcontrolled experimental designs with adequate samples.
Provider Impact in Diabetes Education
Authors: Young-Hyman Deborah 
Published: April 2008

PURPOSE Literature search from 1985 to the present was performed using Web-based search engines to identify evidence-based studies of diabetes education. METHODS Twelve studies were identified in which a provider characteristic was defined as a discriminate variable associated with impact or efficacy of the education intervention. Provider was defined as all those participating in diabetes care and education (eg, patient, education and care teams, funding and policy agencies). The Certified Diabetes Educator credential also was described. RESULTS Specialty or discipline of the provider/care team, technology when used to assist providers, and physician practice patterns have been assessed. There is a paucity of research that assesses provider impact or the specific impact of provider characteristics on diabetes outcomes in a controlled and scientifically rigorous fashion. CONCLUSIONS Suggestions for evaluating provider impact based on literature concerning psychotherapy and healthcare education outcomes are: identify provider characteristics/attitudes/skills and link them to outcomes, define therapeutic alliance in diabetes care/ education and assess its contribution to outcomes; and use performance measures as provider characteristics.
Theory is the Cart, Vision is the Horse: Reflections on Research in Diabetes Patient Education
Authors: Anderson Robert M. , Funnell Martha M. 
Published: April 2008

PURPOSE In this paper, we examine the nature of vision and the role it plays in helping educators identify and use theories productively. We also discuss the role of theory in diabetes education and provide criteria for selecting appropriate theories. METHODS The vision of diabetes education developed at the Michigan Diabetes Research and Training Center was used to illustrate how our vision has influenced our use of educational and behavioral theories. RESULTS Both our vision and our theoretical assumptions should be articulated, discussed, debated, and studied. CONCLUSIONS Diabetes patient education research can systematically contribute to the development of a sound, coherent, and progressive body of knowledge that will truly serve diabetes patient education.
Interventions to Promote Diabetes Self-Management: State of the Science
Authors: Brown Sharon A. 
Published: April 2008

PURPOSE The purpose of this paper is to review the diabetes education literature that has emerged over the past 20 years to determine what we currently know about diabetes self-management interventions and their effectiveness in producing improved health outcomes. METHODS Findings of studies that were reported prior to 1990 were compared with findings of studies that have been conducted since 1990 to determine what recent changes and patterns in diabetes self-management education have occurred. Future directions in diabetes self-management research and practice were projected from these findings. RESULTS Most studies lacked adequate descriptions of the interventions tested, which precludes replication or application of the most effective strategies to clinical practice. Trends in interventions have evolved from education only to education plus behavioral models, with more attention given to interventions specifically for minority populations. The interventions that have been designed and tested seem to be longer, with more emphasis on simple, practical approaches to diabetes self-management. CONCLUSIONS The literature supports the effectiveness of diabetes education and behavioral interventions in improving psychosocial and health outcomes. The question of how to best achieve these improved outcomes continues to need further exploration.
Developing a health promoting university initiative within the context of inter-sectoral action for sustainable public health: reflections from the University of Central Lancashire
Authors: Dooris Mark , Martin Eileen 
Published: April 2008

During the past few years, a number of universities have sought to apply the settings-based approach to health promotion within the context of higher education. The University of Central Lancashire became one of the first universities in Europe to establish a strategic Health Promoting University initiative when it appointed a Coordinator in 1995. With the overall aims of integrating within the organisation an understanding of and commitment to holistic health and to developing its health promoting potential, the initiative has developed its work programme across a breadth of health-related issues. Operating within the broader context of inter-sectoral working, the Health Promoting University has sought to maximise integrative and synergistic action for sustainable public health. The first paper presented will briefly outline the context of higher education in the UK, before providing an overview of the health promoting university approach, using the University of Central Lancashire's initiative as a case study and describing some of the key processes involved in moving from idea to implementation. The second paper that follows will discuss the theoretical basis for the health promoting university initiative, describe its work programme in more detail and critically discuss the key opportunities and challenges faced, both within the organisation and in the context of inter-sectoral working. It will go on to outline the work of the newly established Settings Development Unit and explore its potential to support collaborative working and contribute to sustainable public health.
Health programmes for school employees: improving quality of life, health and productivity
Authors: Kolbe Lloyd J. , Tirozzi Gerald N. , Marx Eva , Bobbitt-Cooke Mary , Riedel Sara , Jones Jack , Schmoyer Michael 
Published: April 2008

School health programmes in the 21 century could include eight components: 1) health services; 2) health education; 3) healthy physical and psychosocial environments; 4) psychological, counselling, and social services; 5) physical education and other physical activities; 6) healthy food services; and 7) integrated efforts of schools, families, and communities to improve the health of school students and employees. The eighth component of modern school health programmes, health programmes for school employees, is the focus of this article. Health programmes for school employees could be designed to increase the recruitment, retention, and productivity of school employees by partially focusing each of the preceding seven components of the school health programme on improving the health and quality of life of school employees as well as students. Thus, efforts to improve the quality of life, health, and productivity of school employees may be distinct from, but integrated with, efforts to improve the quality of life, health, and education of students. School employee health programmes can improve employee: 1) recruitment; 2) morale; 3) retention; and 4) productivity. They can reduce employee: 5) risk behaviours (e.g., physical inactivity); 6) risk factors (e.g., stress, obesity, high blood pressure); (7) illnesses; 8) work-related injuries; 9) absentee days; 10) worker compensation and disability claims; and 11) health care and health insurance costs. Further, if we hope to improve our schools' performance and raise student achievement levels, developing effective school employee health programmes can increase the likelihood that employees will: 12) serve as healthy role models for students; 13) implement effective school health programmes for students; and 14) present a positive image of the school to the community. If we are to improve the quality of life, health, and productivity of school employees in the 21st Century: school administrators, employees, and policymakers must be informed about the need and the means to do so; school employee health programmes must become part of the culture of education and the expectation of educators; and colleges that prepare school administrators and other school employees must provide the pre-service and in-service training, research, development, and leadership to make it happen. This article outlines ten actions that can be taken by school districts to build or improve school employee health programmes, and a list of websites that provides more detailed information about such programmes.
Challenges in teacher for school health education and promotion
Authors: Smith Becky J. , Potts-Datema William , Nolte Ann E. 
Published: April 2008

The health education and promotion profession is facing a series of teacher preparation challenges related to the delivery of quality school health education/promotion programmes. The challenges occurring in the United States are also present in a variety of other regions as the education structure attempts to ensure that students receive a sound preparation in health education and promotion during their school experience. The challenges can be categorised into the following areas: • Quality and quantity of professional preparation for teachers during their preservice university training; • Need for in-service of teachers already in the K-1 2 workforce (in the USA grades K -12 are broadly equivalent to ages five to 17 years); • University faculty workforce professional development needs; • Research to provide baseline data for future standards development. Because there is a direct connection between community and school and parents and teachers at the K-1 2 level of education, the demand for highly skilled teachers and professional development is playing out at that level much more rapidly than at the university level. The relative isolation of some university faculty and programmes has developed an interesting situation in which many administrators and master teachers at the K-12 level of education have a better grasp and understanding of new teaching and learning strategies and tools than professors at the university level. This has happened at the same time when there is also a shortage of university professors entering school health education/promotion teacher education. This confluence of realities may predicate the need for a radical change in university based teacher preparation in health education/promotion. The overwhelming challenge for many countries including the United States remains the large number of teachers in the current workforce who must be provided professional development experiences. Currently both the National Health Education Standards for K-1 students and teacher preparation standards in health education reflect best practice theory only. There is no national data to support the standards. During the next ten years it is imperative that nationwide data be collected, compiled and analysed on actual learning outcomes for both K-12 students and health education teacher candidates. This will allow the next set of standards at both of the above-mentioned levels to reflect the knowledge and skills that have been actually attained and demonstrated. It will also be a basis for creating revisions and expansions in such a way that national standards can be an actual measure by which student performance can be judged. It is hoped that the rising tide of both national and international interest in having an increasingly health literate population will inspire members of the profession to be creative in the development of educational approaches, strategic partnerships, and funding to put strong systems of teacher preparation in place for the future.