通过以自我效能为重点的结构化教育计划,在2型糖尿病中进行认知和行为转变:一种描述性的定性研究
Xinjun Jiang1, Hua Jiang2, Rongsong Tang3
1School of Nursing, Hainan Medical University, Haikou, Hainan, People's Republic of China.
Patient preference and adherence
|February 25, 2026
概括
患有2型糖尿病的成年人通过反思性学习改变了他们的自我管理,提高了自我效能和认知行为变化. 这导致了持续的健康习惯和改善糖尿病自我管理.
科学领域:
- 内分泌学 在内分泌学.
- 行为科学 行为科学
- 卫生教育卫生教育教育
背景情况:
- 2型糖尿病需要终身的自我管理.
- 结构化的教育计划旨在改善自我照顾行为.
- 在干预后维持自我管理仍然是一个挑战.
研究的目的:
- 探索成年人对持续自我管理的看法12个月后,以自我效能为重点的结构化教育计划 (SSEP).
主要方法:
- 使用深入的,半结构化的访谈进行描述性的定性设计.
- 采访了来自中国多中心随机对照试验的17名参与者.
- 布劳恩和克拉克的反射主题分析被用于数据分析.
主要成果:
- 五个主题出现了:重组糖尿病认知,增强自我效能,重塑思维方式,重建行为,并确定影响因素.
- 参与者表现出由反射学习驱动的认知行为转变.
- 这种转变促进了持续的行为变化.
结论:
- 一种涉及反射学习的双过程机制 (系统2) 演变成自动习惯 (系统1) 支持持续的自我管理.
- 整合上下文提示,视觉提示和移动推动可以增强习惯形成和坚持.
- 将反思训练与家庭和社区支持相结合,可以加强长期糖尿病自我管理.
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