Brown S A
University of Texas at Austin 78712, USA.
Diabetes Educ. 1999 Nov-Dec;25(6 Suppl):52-61. doi: 10.1177/014572179902500623.
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.
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.
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.
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.
本文旨在回顾过去20年中出现的糖尿病教育文献，以确定我们目前对糖尿病自我管理干预措施及其在改善健康结果方面的有效性的了解。
将1990年之前报告的研究结果与1990年以来进行的研究结果进行比较，以确定糖尿病自我管理教育最近发生了哪些变化和模式。根据这些发现预测了糖尿病自我管理研究和实践的未来方向。
大多数研究对所测试的干预措施缺乏充分描述，这使得最有效的策略无法复制或应用于临床实践。干预措施的趋势已从仅教育发展为教育加行为模式，并且更加关注专门针对少数族裔人群的干预措施。已设计和测试的干预措施似乎持续时间更长，更强调糖尿病自我管理的简单实用方法。
文献支持糖尿病教育和行为干预在改善心理社会和健康结果方面的有效性。如何最好地实现这些改善结果的问题仍需进一步探索。
