Peyrot M
Department of Sociology, Loyola College, Maryland, Baltimore 21210-2699, USA.
Diabetes Educ. 1999 Nov-Dec;25(6 Suppl):62-73. doi: 10.1177/014572179902500624.
The purpose of this paper is to explore how diabetes education produces change in self-care behavior.
Published research on diabetes education relevant to behavior change was examined and a framework was formulated for the study of behavior change.
Research indicates that education improves patient self-management, which in turn improves glycemic control and health status. Yet, there is relatively little information on what types of education produce what particular benefits for which types of patients. Moreover, we do not know the benefits of various forms of education (for selected groups) relative to their costs. Empirical studies of how education produces behavior change are few, but much preliminary work has been done to identify potential behavioral determinants that can be targeted by interventions. Theoretical models of behavior change have been advanced (e.g., stages of change) but they have yet to be rigorously tested.
Initial answers to the research questions can be generated by conducting more sophisticated analyses of the type of data already being collected. However, obtaining complete answers to some of these questions will require more extensive data collection, including large-scale studies of multiple interventions in multiple patient groups.
本文旨在探讨糖尿病教育如何促使自我护理行为发生改变。
对已发表的与行为改变相关的糖尿病教育研究进行审查，并构建一个行为改变研究框架。
研究表明，教育可改善患者的自我管理，进而改善血糖控制和健康状况。然而，关于何种类型的教育能为哪些类型的患者带来何种特定益处的信息相对较少。此外，我们并不清楚各种形式的教育（针对特定群体）相对于其成本的益处。关于教育如何产生行为改变的实证研究较少，但已开展了大量初步工作来确定可作为干预目标的潜在行为决定因素。行为改变的理论模型已得到发展（例如，改变阶段），但尚未经过严格检验。
通过对已收集的数据类型进行更精细的分析，可以得出这些研究问题的初步答案。然而，要全面回答其中一些问题，将需要更广泛的数据收集，包括对多个患者群体进行的多种干预措施的大规模研究。
