Health Education Research Advance Access originally published online on February 7, 2007
Health Education Research 2008 23(1):53-61; doi:10.1093/her/cyl160
Beyond Good Intentions: the development and evaluation of a proactive self-management course for patients recently diagnosed with Type 2 diabetes
1 Department of Health Psychology, Utrecht University, PO Box 80140, 3508 TC Utrecht, The Netherlands
2 NIVEL—Netherlands Institute for Health Services Research, PO Box 1568, 3500 BN Utrecht, The Netherlands
3 Julius Center for Health Sciences and Primary Care, PO Box 85550, 3508 GA Utrecht, The Netherlands
* Correspondence to: B. Thoolen. E-mail: b.j.thoolen{at}fss.uu.nl
This paper describes the development and first results of a brief self-management course for patients recently diagnosed with Type 2 diabetes. The intervention incorporates elements from proactive coping and self-regulation theory in a five-step plan to help newly diagnosed patients formulate and carry out intentions with regard to their self-management. The theoretical framework and course program are described, patient evaluations are summarized and proximal outcomes of the course will be analyzed, investigating whether the course is able to increase patients' proactive skills, goal attainment and confidence in dealing with self-management issues. Participants included 180 patients, diagnosed 3–33 months previously during a population screening. Participants were randomized into an intervention (n = 78) or control group (n = 102). Course evaluations were very positive, regardless of patients' demographic or medical background and participants were particularly positive about the five-step plan and potential for peer interaction. Compared with the control group, course participants improved significantly in terms of proactive coping, goal achievement and self-efficacy. An intervention based on proactive coping appears to meet the needs of patients newly diagnosed with Type 2 diabetes, teaching them new proactive skills, improving their goal achievement and increasing their self-efficacy in dealing with their self-management tasks.
Received on April 11, 2006; accepted on December 7, 2006
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