Community-based diabetes and healthy lifestyle education
After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a two – three three-sentence rationale.
The assignment will be used to develop a written implementation plan.
Solution
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Capstone Project Outcomes
The capstone PICOT question was: In patients residing in high prevalence areas (P), what are the impact of community-based diabetes and healthy lifestyle education (I) compared to no education (C) on the disease knowledge and prevalence (O) over six months (T)? This PICOT question is meant to address the high prevalence of type 2 diabetes among community members. The measurable outcomes for the capstone project are provided below.
Increased knowledge regarding diabetes and healthy lifestyle and behaviors
The primary aim of any educational program is to improve participants’ knowledge about a certain topic. The project intervention is community-based diabetes and healthy lifestyle education. Therefore, it is expected that the participants will gain significant knowledge regarding these areas (Saleh et al., 2017). Education will cover diabetes, including risk factors, management, and prevention. Diabetes education is an essential tool because effective management of the disease is largely dependent on knowledge, the ability to pursue self-care, and motivation (Chawla et al., 2019). In their study, Chawla et al. (2019) concluded that effective health education improves knowledge, attitude, and practices.
Reduced prevalence of type 2 diabetes
The main problem that this project is trying to address is increasing incidences of diabetes in the community. This project is based on the assumption that diabetes and lifestyle education will increase participants’ knowledge of preventive measures and in turn reduce the incidences of diabetes. Healthy people and those with prediabetes can use the knowledge gained to prevent or delay the onset of diabetes. Shirvani et al. (2021) carried out a study whose aim was to assess the effectiveness of community-based education interventions in reducing the incidence rate of type 2 diabetes. In the study results, the authors noted that educational intervention can reduce diabetes incidence by 46%. Therefore, similar actions are anticipated in this capstone project.
Improved blood sugar levels for prediabetic and diabetic participants
This project will include various types of participants, including prediabetic patients, those already diagnosed with diabetes, and healthy people. It is expected that the blood sugar level of diabetic patients and prediabetic patients will improve. According to Shirvani et al. (2021), the educational intervention has a positive influence on fasting blood sugar (FBS) and hemoglobin A1c. The results of a study done by Chawla et al. (2019) also indicated effective health education led to a significant reduction in HbA1C in intervention patients compared to the control group.
Improved participants’ self-care behaviors and self-efficacy
The researcher anticipates that diabetes and healthy lifestyle education will impact behavior change to help the participants prevent or manage type 2 diabetes. This project outcome is an important one since it forms the basis of diabetes prevention and management (Chawla et al., 2019). Patients will be educated regarding the importance of behavior change to embrace a healthy lifestyle. Effective health education improves knowledge, practices, and attitude toward lifestyle modifications and dietary management, resulting in better control of blood sugar levels (Chawla et al., 2019). Therefore, a similar outcome is anticipated in this capstone project.
In summary, the outcomes of this capstone project include increased knowledge of diabetes and a healthy lifestyle, reduced prevalence of type 2 diabetes, improved blood sugar, and improved participants’ self-care behaviors and self-efficacy. This paper discussed each of the outcomes. Health education is capable of improving all the dimensions of patient care.
References
Chawla, S. P. S., Kaur, S., Bharti, A., Garg, R., Kaur, M., Soin, D., & Pal, R. (2019). Impact of health education on knowledge, attitude, practices and glycemic control in type 2 diabetes mellitus. Journal of family medicine and primary care, 8(1), 261. 10.4103/jfmpc.jfmpc_228_18
Saleh, F., Afnan, F., Ara, F., Mumu, S. J., & Khan, A. A. (2017). Diabetes education, knowledge improvement, attitudes and self-care activities among patients with Type 2 Diabetes in Bangladesh. Jundishapur Journal of Health Sciences, 9(1). 10.17795/jjhs-36058
Shirvani, T., Javadivala, Z., Azimi, S., Shaghaghi, A., Fathifar, Z., Devender Bhalla, H. D. R., & Nadrian, H. (2021). Community-based educational interventions for prevention of type II diabetes: a global systematic review and meta-analysis. Systematic reviews, 10(1), 1-12. https://doi.org/10.1186/s13643-021-01619-3