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A qualitative study exploring the barriers to attending structured education programmes among adults with type 2
Imogen Coningsby1,2, Ben Ainsworth3, Charlotte Dack1
1Department of Psychology, University of Bath, Bath, BA2 7AY, UK.
BMC Health Services Research
|May 3, 2022
Summary
Low attendance in diabetes self-management education is often due to perceived lack of need or practical barriers. Understanding these individual reasons is key to improving program accessibility and engagement for type 2 diabetes patients.
Area of Science:
- Health Services Research
- Behavioral Science
- Public Health
Background:
- Diabetes self-management education (DSME) is crucial for type 2 diabetes (T2D) care, yet attendance rates are low (approx. 10%).
- Previous research lacks theoretical frameworks, hindering practical application to improve DSME uptake.
- This study uses Andersen's Behavioral Model to explore T2D patients' reasons for declining DSME.
Purpose of the Study:
- To investigate the reasons behind low attendance in DSME among adults with T2D.
- To identify barriers to DSME participation using Andersen's Behavioral Model.
- To inform service adaptations for improved DSME accessibility and engagement.
Main Methods:
- A qualitative study involving semi-structured telephone interviews with 14 adults with T2D who declined DSME invitations.
- Interviews were conducted within 2 years of declining the invitation in Bath and North East Somerset, UK.
- Data analysis employed inductive thematic analysis, with themes mapped onto Andersen's Behavioral Model.
Main Results:
- Two primary themes emerged: 'perceived need' and 'practical barriers'.
- 'Perceived need' included high self-efficacy, low condition priority, and limited program knowledge.
- 'Practical barriers' encompassed scheduling conflicts and transportation difficulties.
Conclusions:
- Andersen's Behavioral Model effectively explains DSME attendance barriers.
- Recognizing complex, individualized reasons for non-attendance is vital for service improvement.
- A person-centered approach is essential to tailor DSME to patient experiences, needs, and capabilities.
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