The acceptability of virtual diabetes self-management education and support (DSMES) in type 2 diabetes: An...

In recent years, diabetes self-management education and support (DSMES) programmes have been transformed for delivery on virtual platforms. Although evidence suggests clear benefits of virtual DSMES programmes, the acceptability of these programmes has been under-studied. This qualitative study aimed to explore the acceptability, challenges and benefits; and experiences of providers (virtual educators) delivering virtual DSMES programmes and those receiving the virtual programme (adults living with type 2 diabetes).

Educators and attendees who delivered and received virtual DSMES programmes in England participated in semi-structured telephone interviews and video calls. Interview guides were underpinned by the Theoretical Domains Framework to explore factors that influence behaviour around delivering and attending virtual DSMES programmes. Interviews were audio-recorded, transcribed verbatim, and analysed using reflexive thematic analysis.

A total of 11 educators and 19 attendees were interviewed. Themes included: (i) environmental, social, and psychological aspects of virtual delivery; (ii) widening diversity and inclusivity in virtual DSMES programmes, and (iii) the future of virtual DSMES programmes.

Eight recommendations were also drawn from our findings, for consideration to continue building on the infrastructure for effective virtual DSMES delivery. Virtual DSMES programmes could open new possibilities for underserved groups and reach various groups, including those from a younger demographic, living with physical disability (e.g., hearing impairment), with learning or intellectual disability, neurodiversity, or with limited English proficiency.

With a strong infrastructure, virtual DSMES programmes can be offered effectively in various formats (in-person and virtually), offering inclusive and tailored education format and individual choice.