Podiatry Department, Singapore General Hospital, Singapore.
School of Allied Health and Human Performance, University of South Australia, Adelaide, South Australia.
Int Wound J. 2020 Dec;17(6):1678-1686. doi: 10.1111/iwj.13450. Epub 2020 Jul 29.
Foot care education is an important strategy in reducing lower limb complications. There is evidence that contemporary communication approaches can improve patient education outcomes. To inform the potential of such methods in diabetic foot education, we trialled a collaborative approach in patient education counselling in a podiatry clinic. We conducted a single-blind pragmatic randomised controlled trial on 52 diabetes patients who had an active foot ulcer. Participants were randomised to either collaborative education or traditional didactic education. Outcomes on knowledge and self-care behaviours were collected via a pre and post study questionnaire (max score: 75). The study ended at 12 weeks or when the wound healed prior. 42 (80.7%) participants completed the study. The collaborative patient education group had a significant increase in score post-study (38.8 ± 8.5) compared to pre-study (32.8 ± 6.9; P < .001). The control group had no significant increase in score post study. The difference in scores between groups had a moderate effect size (d = 0.54). The use of a collaborative approach in patient education was able to produce significantly greater increase in knowledge retention and self-care behaviours, without the need for additional consultation time in a podiatry clinic.
足部护理教育是减少下肢并发症的重要策略。有证据表明，现代沟通方法可以改善患者教育的效果。为了了解这些方法在糖尿病足教育中的潜力，我们在一家足病诊所的患者教育咨询中尝试了一种合作方法。我们对 52 名患有活动性足部溃疡的糖尿病患者进行了一项单盲实用随机对照试验。参与者被随机分配到协作教育组或传统教学组。通过研究前后的问卷调查（最高分为 75 分）收集知识和自我护理行为的结果。研究在 12 周或伤口愈合前结束。42 名（80.7%）参与者完成了研究。与研究前（32.8 ± 6.9；P <.001）相比，协作患者教育组在研究后得分有显著提高（38.8 ± 8.5）。对照组研究后得分无显著增加。组间评分差异具有中等效应量（d = 0.54）。在足病诊所，使用协作方法进行患者教育能够显著提高知识保留率和自我护理行为，而无需额外的咨询时间。
