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Advances in Diabetes and Metabolism(CEASE PUBLICATION) Vol. 1(1), pp. 21 - 28
DOI: 10.13189/adm.2013.010105
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The Impact of Diabetes Education Modality and Diabetes Type on Psychosocial Outcomes in Young Adults with Diabetes

Heather Blume^1,*, SeAnne Safaii², Samantha Ramsay¹, Martha Raidl^2
1 College of Agriculture and Life Sciences, University of Idaho, Moscow, 83844, Idaho, United States
² College of Agriculture and Life Sciences, University of Idaho, Boise, 83702, Idaho, United States

ABSTRACT

A four lesson diabetes curriculum and two discussion sessions, focusing on diabetes self-management (diet, medication, physical activity) were delivered via two educational modalities: 1) Traditional Face-to-Face (FTF) Classes and 2) Virtual Diabetes Education (VDE) Classes administered in the Second Life庐 virtual world. The purpose of the study was to 1) describe the psychosocial outcomes in young adults with type 1 and type 2 diabetes and 2) determine whether two types of educational modalities (FTF or VDE) impacted the psychosocial outcomes of young adults with diabetes. A convenience sample of young adults with diabetes (N=81), 18 to 28 years-old, completed pre and post psychosocial surveys that measured levels of depression, self-efficacy, and social support. Multivariate and univariate analyses of variance identified differences in psychosocial outcomes. Overall, 29.9% of young adult participants reported depressive symptoms at the beginning of the study, and those with type 2 diabetes had higher rates of depressive symptoms (44.4%) than participants with type 1 diabetes (26.6%). Individuals with type 1 diabetes had a higher level of self-efficacy (p=.000) and more social support (p=.03) than their peers with type 2 diabetes. No statistically significant differences were apparent among type 1 and type 2 diabetes groups at post study measures. Face-to-Face participants had significantly greater (p=.02) gains in levels of diabetes self-efficacy. Participants in the FTF condition improved mean diabetes self-efficacy scores and participants in the VDE condition decreased mean diabetes self-efficacy scores. Session attendance was higher in the FTF condition (x=3.72, SD=2.23) than among participants assigned to the VDE condition (x=1.79, SD=1.82). Education and support programs should address differences in psychosocial outcomes based on both diabetes type and educational modality.

KEYWORDS
Diabetes, Young Adults, Psychosocial, Virtual

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Heather Blume , SeAnne Safaii , Samantha Ramsay , Martha Raidl , "The Impact of Diabetes Education Modality and Diabetes Type on Psychosocial Outcomes in Young Adults with Diabetes," Advances in Diabetes and Metabolism(CEASE PUBLICATION), Vol. 1, No. 1, pp. 21 - 28, 2013. DOI: 10.13189/adm.2013.010105.

(b). APA Format:
Heather Blume , SeAnne Safaii , Samantha Ramsay , Martha Raidl (2013). The Impact of Diabetes Education Modality and Diabetes Type on Psychosocial Outcomes in Young Adults with Diabetes. Advances in Diabetes and Metabolism(CEASE PUBLICATION), 1(1), 21 - 28. DOI: 10.13189/adm.2013.010105.