Effect of Educational Intervention Program on Self-Efficacy of Individuals with Type 2 Diabetes Mellitus in South-East, Nigeria

Objectives: Diabetes Mellitus is a chronic disease, which requires a level of confidence among the sufferers in its management. This study investigated the effect of an educational intervention program on self-efficacy (SE) in diabetic individuals with type 2 diabetes mellitus in South-East, Nigeria...

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Bibliographic Details
Published in:	Nutrition and metabolic insights Vol. 16; p. 11786388231181965
Main Authors:	Okafor, Christiana Nkiru, Onyenekwe, Chinedu Charles, Okonkwo, Uchenna Prosper, Umunnah, Joseph Onuuwa, Okoro, Chukwuemeka Chukwubuikem, Mbanuzuru, Ahaoma Victor, Agunwah, Ukamaka Elizabeth, Odira, Chika Chioma, Makata, Eucharia Ngozi, Nwankwo, Chinenye Mercy
Format:	Journal Article
Language:	English
Published:	London, England SAGE Publications 01-01-2023 Sage Publications Ltd SAGE Publishing
Subjects:	Chronic illnesses Diabetes Original Research Self-efficacy Nigeria Type 2 DM control group educational program Nigeria experimental or intervention group self-efficacy
Online Access:	Get full text
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Summary:	Objectives: Diabetes Mellitus is a chronic disease, which requires a level of confidence among the sufferers in its management. This study investigated the effect of an educational intervention program on self-efficacy (SE) in diabetic individuals with type 2 diabetes mellitus in South-East, Nigeria. Methods: The study was a quasi-experimental controlled study, comprising 382 individuals with type 2 DM selected, and assigned to intervention (IG) and control groups (CG). The instrument for data collection was the Stanford Chronic Disease Self-Efficacy Scale (SCDS). Pretest data were collected, and thereafter education on diabetes management was given to the IG group. The IG was followed up for 6 months. At the end of 6 months, post-test data were collected using the same instrument. Data were analyzed using Pearson Chi-square test statistics. A P-value less than .05 alpha level was considered significant. Results: There was no statistically significant difference between the two groups before intervention. However, after 6 months of intervention, a significant proportion of participants’ scores in IG moved from low to either moderate, or high SE in almost all the SE domains (P < .05. Conclusions: There was an improvement in most domains of self-efficacy in the intervention group after 6 months of educational intervention.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	1178-6388 1178-6388
DOI:	10.1177/11786388231181965