Training peer educators to promote self-management skills in people with serious mental illness (SMI) and diabetes (DM) in a primary health care setting. Issue 2 (7th April 2014)

• Record Type: Journal Article
• Authors: Blixen, Carol; Perzynski, Adam; Kanuch, Stephanie; Dawson, Neal; Kaiser, Denise; Lawless, Mary E.; Seeholzer, Eileen; Sajatovic, Martha
• Is Part Of: Primary health care research & development. Volume 16:Issue 2(2015)
• Page Start: 127
• Page End: 137
• Publication Date: 2014-04-07
• Subjects: Family medicine -- Great Britain -- Periodicals; Primary care (Medicine) -- Great Britain -- Periodicals; 362.1094105
• DOI: 10.1017/S1463423614000176
• Languages: English
• ISSNs: 1463-4236

Abstract

<abstract abstract-type="normal"> <title> <x content-type="archive" xml:space="preserve">Abstract</x> </title> <sec id="abs1" sec-type="general"> <title>Aim</title> <p>To describe the training and participant experience of patients with both severe mental illness (SMI) and diabetes (DM) who were enrolled in a Peer Educator Training Program adapted to a primary health care setting.</p> </sec> <sec id="abs2" sec-type="general"> <title>Background</title> <p>The mortality of patients with both SMI and DM is high. Illness self-management includes medications, psychosocial treatments, and healthy behaviors, yet treatment engagement is often sub-optimal with adherence rates of 52% for diabetic medications and 62% for antipsychotic medications among the SMI. To address this problem, a new behavioral intervention study targeting SMI and DM self-management used trained peer educators (PEs) with the same chronic conditions to enhance program effectiveness. A manual facilitated training on intervention topics such as SMI and DM therapies, stress management, and stigma reduction as well as training in group intervention techniques, telephone skills, and crisis management.</p> </sec> <sec id="abs3" sec-type="methods"> <title>Methods</title> <p>We assessed PE attitudes and input using in-depth face-to-face interviews. Interviews were audio-taped, transcribed, coded, and analyzed using the classic method of content analysis emphasizing dominant themes. A member check-in was conducted where participants commented on analysis results.</p> </sec> <sec id="abs4" sec-type="general"> <title>Findings</title> <p>Six relevant descriptive themes emerged: (1) positive group experience; (2) success with learning manual content; (3) increased knowledge about SMI and DM; (4) improved self-management skills; (5) increased self-confidence and self-efficacy in becoming a PE; and being (6) united in purpose to help others self-manage their SMI and DM. Qualitative evidence supports structured training for SMI-DM PEs. Key components include written educational materials and the power of the group process to increase knowledge, self-management skills, confidence, and self-efficacy. Recommendations are offered to support further endeavors to mobilize peers with SMI to help other patients with complex comorbidities better manage their own health.</p> </sec> </abstract>