Minschart Caro, Amuli Kelly, Delameillieure Anouk, Calewaert Peggy, Mathieu Chantal, Benhalima Katrien
Department of Endocrinology, University Hospital Gasthuisberg, Catholic University Leuven, Leuven 3000, Belgium.
Nursing and Midwifery Research Group, Brussel Health Campus, University Hospital Brussel, Brussels 1000, Belgium.
J Clin Med. 2020 Feb 13;9(2):509. doi: 10.3390/jcm9020509.
The value of diabetes education, focusing on lifestyle measures, in women with gestational diabetes mellitus (GDM) is acknowledged, but requires intensive education and input of resources if done on an individual basis. Group education could be a valuable alternative to individual education. This study aims to investigate the impact of multidisciplinary group education on women's knowledge about GDM, education, treatment satisfaction, and emotional status. Two hundred women with GDM were enrolled in a prospective observational study. Dutch speaking women were offered group education at their first visit after GDM diagnosis. Non-Dutch speaking women or women for whom group education was not possible received individual education. Individual follow-up with a dietitian was planned within two weeks for all women. Women receiving individual education ( = 100) were more often from an ethnic minority background compared to women in group education ( = 100) (32.0% ( = 31) vs. 15.3% ( = 15), = 0.01). Knowledge about GDM significantly improved after education, with few differences between the two education settings. Both patients in group and individual education were equally satisfied with the content and duration of the initial and follow-up education. Of all group participants, 91.8% ( = 90) were satisfied with group size (on average three participants) and 76.5% ( = 75) found that group education fulfilled their expectations. In conclusion, women diagnosed with GDM were overall satisfied with the education session's content leading to a better understanding of their condition, independent of the education setting. Group education is a valuable alternative to better manage the increasing workload and is perceived as an added value by GDM patients.
以生活方式措施为重点的糖尿病教育在妊娠期糖尿病（GDM）女性中的价值已得到认可，但如果采用个体教育方式，则需要强化教育并投入资源。小组教育可能是个体教育的一种有价值的替代方式。本研究旨在调查多学科小组教育对女性关于GDM的知识、教育、治疗满意度及情绪状态的影响。200例GDM女性纳入一项前瞻性观察性研究。荷兰语女性在GDM诊断后的首次就诊时接受小组教育。非荷兰语女性或无法接受小组教育的女性接受个体教育。计划对所有女性在两周内安排营养师进行个体随访。接受个体教育的女性（n = 100）与接受小组教育的女性（n = 100）相比，更多来自少数族裔背景（32.0%（n = 31）对15.3%（n = 15），P = 0.01）。教育后关于GDM的知识显著改善，两种教育方式之间差异不大。小组教育和个体教育的患者对初始及随访教育的内容和时长满意度相同。在所有小组参与者中，91.8%（n = 90）对小组规模（平均三名参与者）满意，76.5%（n = 75）认为小组教育符合其期望。总之，被诊断为GDM的女性总体上对教育课程内容满意，这使其对自身病情有了更好的理解，与教育方式无关。小组教育是更好管理日益增加的工作量的一种有价值的替代方式，并且被GDM患者视为一项附加价值。
