The Effect of the Self-Directed Learning Strategy on Diabetics

• Main Authors: Shiu,yi-ping, 徐一萍
• Other Authors: 鄭惠美
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/20990774866017036329

碩士 === 國立臺灣師範大學 === 衛生教育學系在職進修碩士班 === 94 === The purposes of this study are: (1) to investigate diabetics’ knowledge of diabetes mellitus (DM), perceived benefits and barriers of DM control, DM self-care behavior and also self-efficacy of DM control among diabetics; (2) to evaluate the effects of knowledge change, perceived benefits and barriers of DM control, self-care behavior, and self-efficacy over DM control after implementing the self-directed learning strategy on the target population; finally, (3) to survey the diabetics’ perception of the intervention. A quasi-experimentation design is conducted in the study. The study units are diabetics who volunteered to be survey form diabetes support groups in Taipei City, Taipei County, Keelung City and Taoyuan County. To evaluate self-directed learning strategy of diabetes control, the experimental group received a five-hour lecture daily for 3 days, whereas the intervention was not done on the control group. Two surveys are conducted one week before and after the intervention to collect information for evaluating the intervention. Chi-square test, student-t test, Pair-t test, and multiple regression analysis are all conducted. The main findings of the study are as follows: 1. Generally, the higher the knowledge of DM, the higher perceived benefits of DM control. The medium level of perceived barriers of diabetes control shows lower medium self-care behavior of diabetics, and medium self-efficacy of diabetes control. 2. The intervention shows significantly improvement in the knowledge of DM, perceived benefits of DM control, self-care behavior of DM, and self-efficacy of DM control, whereas not in perceived barriers of DM control 3. Age, work, and duration of diabetes are the impact factors on the diabetic knowledge score before the intervention. Sex and education are the influential factors of perceived benefits of DM before the intervention as well. The self-efficacy of DM control before the intervention is the influential factor of perceived barriers of DM control. Age and self-efficacy of DM control before the intervention are influential factors of self-care behavior. Sex, perceived barriers of DM control, and self-care behavior of diabetics before the intervention are influential factors of self-efficacy of DM control. 4. The intervention, teaching strategy, significantly improves the knowledge of diabetics, perceived benefits of DM control, self-care behavior of diabetics, and self-efficacy of DM control. 5. The knowledge scores of diabetics of the pretests significantly influence the post-knowledge scores. Sex, and the pretest scores of self-care behavior of DM significantly influence the post-scores of self-care behavior of DM. The pretest scores of perceived benefits of diabetes, and of self-efficacy of DM control are both impact factors on the post-score level of self-efficacy of DM control. 6. Ninety percent of the surveyed patients expressed that they like the lectures, and believe that the intervention is helpful in general. The course contents are meet participants’ need. In conclusion, the self-directed learning strategy is an effective educational intervention to educate DM patients with adequate information of diabetes. The developed intervention can be a template to be used in other settings of diabetes support groups.