Patient explanations for non‐attendance at structured diabetes education sessions for newly diagnosed Type 2 diabetes: a qualitative study. Issue 1 (26th August 2014)

• Record Type: Journal Article
• Authors: Winkley, K.; Evwierhoma, C.; Amiel, S. A.; Lempp, H. K.; Ismail, K.; Forbes, A.
• Is Part Of: Diabetic medicine. Volume 32:Issue 1(2015:Jan.)
• Page Start: 120
• Page End: 128
• Publication Date: 2014-08-26
• Subjects: Diabetes -- Periodicals; 616.462
• DOI: 10.1111/dme.12556
• Languages: English
• ISSNs: 0742-3071

Abstract

<abstract abstract-type="main" id="dme12556-abs-0001"> <title>Abstract</title> <sec id="dme12556-sec-0001" sec-type="section"> <title>Aim</title> <p>To determine the reasons for non‐attendance at structured education sessions among people with a recent diagnosis of Type 2 diabetes.</p> </sec> <sec id="dme12556-sec-0002" sec-type="section"> <title>Methods</title> <p>This was a qualitative study using semi‐structured interviews to elicit the main themes explaining non‐attendance. A thematic framework method was applied to analyse the data. People who had not attended structured education were recruited from a population cohort of newly diagnosed Type 2 diabetes from South London (the South London Diabetes cohort study), UK.</p> </sec> <sec id="dme12556-sec-0003" sec-type="section"> <title>Results</title> <p>A sample of 30 people was interviewed. Three main themes emerged from the qualitative data explaining non‐attendance at structured education: (1) lack of information/perceived benefit of the programme (e.g. not being informed about the course by their health professional); (2) unmet personal preferences (e.g. parking, timing); and (3) shame and stigma of diabetes (e.g. not wishing to tell others of diabetes diagnosis).</p> </sec> <sec id="dme12556-sec-0004" sec-type="section"> <title>Conclusion</title> <p>This is the first time that reasons for non‐attendance have been explored in depth among people who have newly diagnosed Type 2 diabetes. Novel reasons identified included non‐attendance because of shame and stigma of diabetes. To improve uptake at structured education we need to: consider how health professionals in primary care communicate with their patients on the subject of structured diabetes education; offer alternatives to the traditional group education format; and understand that diabetes is associated with health‐related stigma, which may affect participation.</p> </sec> </abstract>