Queen Mary University of London, London.
J Health Serv Res Policy. 2011 Jan;16(1):28-36. doi: 10.1258/jhsrp.2010.009159. Epub 2010 Aug 25.
no model of self-management education or peer support has yet achieved widespread reach and acceptability with minority ethnic groups. We sought to refine and test a new complex intervention in diabetes education: informal story-sharing groups facilitated by bilingual health advocates.
pilot randomized trial with in-depth process evaluation in a socioeconomically deprived area. 157 people referred for diabetes education were randomized by concealed allocation to an intervention (story-sharing group in their own language) or control ('usual care' self-management education, through an interpreter if necessary) arm. Story-sharing groups were held in five ethnic languages and English (for African Caribbeans), and ran fortnightly for six months. Primary outcome was UKPDS (UK Prospective Diabetes Study) risk score. Secondary outcomes included attendance, HbA1c, well-being and enablement. Process measures included ethnographic observation, and qualitative interviews with staff and patients.
some follow-up data were obtained on 87% of participants. There was no significant difference between intervention and control arms in biomedical outcomes. Attendance was 79% in the story-sharing arm and 35% in the control arm (p < 0.0001), and patient enablement scores were significantly higher (8.3 compared to 5.9, p < 0.005). The model was very popular with clinicians, managers and patients, which helped overcome numerous challenges to its successful embedding in a busy public sector diabetes service.
people from minority ethnic groups in a socioeconomically deprived area were keen to attend informal story-sharing groups and felt empowered by them, but clinical outcomes were no better than with conventional education. Further research is needed to maximize the potential and evaluate the place of this appealing service model before it is introduced as a part of mainstream diabetes services.
目前还没有将自我管理教育或同伴支持模式推广到少数民族群体中,并得到广泛认可。我们试图完善并测试一种新的糖尿病教育复杂干预措施:由双语健康倡导者协助的非正式故事分享小组。
在一个社会经济贫困地区进行试点随机试验和深入的过程评估。将 157 名被转介接受糖尿病教育的患者通过隐藏分配随机分为干预组(用母语进行故事分享小组)或对照组(必要时通过口译进行常规自我管理教育)。故事分享小组以五种族裔语言和英语(针对非裔加勒比人)进行,每两周举行一次,持续六个月。主要结果是 UKPDS(英国前瞻性糖尿病研究)风险评分。次要结果包括出勤率、HbA1c、幸福感和赋权。过程测量包括民族志观察以及对工作人员和患者的定性访谈。
在 87%的参与者中获得了部分随访数据。干预组和对照组在生物医学结果方面没有显著差异。故事分享组的出勤率为 79%,对照组为 35%(p < 0.0001),患者赋权评分显著更高(8.3 分对比 5.9 分,p < 0.005)。该模式非常受临床医生、管理人员和患者的欢迎,这有助于克服在繁忙的公共部门糖尿病服务中成功实施该模式所面临的诸多挑战。
来自社会经济贫困地区的少数民族群体非常愿意参加非正式的故事分享小组,并从中获得赋权,但临床结果并不优于传统教育。在将这种吸引人的服务模式引入主流糖尿病服务之前,需要进一步研究以充分发挥其潜力并评估其地位。