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11th International Conference & 4th Nursing Competencies in The
Era of Digital Transformation
Technology can assist with the provision of tailored and personalized
education, feedback, and goal setting, thereby facilitating patients’ sense
of empowerment and communication and educate people with diabetes
in managing their own health.Aim:to assess the effect of web-based
diabetes education on the self- empowerment among university students
with type 1 diabetes.Materials and Method: Quasi-experimental
pre/post–test (case/control) research design. The study was carried out
in diabetes clinic at different specialty clinics affiliated to Alexandria
University; the total sample was 110 university students. Data was
collected through using the Diabetes Empowerment Scale-Short Form
(DES-SF) 8-items Likert-type rating scale to measure psychosocial self-
efficacy of people with diabetes.Results:the study group’s levels of
self- empowerment to carry out diabetes self-management activities has
improved as shown in their positive attitude from the pre-intervention
stage through post-intervention and follow up stages (72.7%, 88.0%,
and 96.0%, respectively). Conclusion and Recommendations:it is
essential to provide standardized technology-based diabetes teaching in
primary healthcare institutions. Also, by implementing fresh and creative
technologies, young people with type 1 diabetes must get organized
diabetes education that is age-appropriate and of high quality.
Self-empowerment is grounded on awareness and the
knowledge that people can take actions to improve their lives
on their own behalf.Diabetes education is recognized as
significant in the care of people with diabetes mellitus. Hence,
appropriate treatment of people with diabetes has the
potential to reduce hospitalizations and delay or prevent the
onset of complications of diabetes.Additionally, Learning how
to deal with the disease and keeping the blood glucose within
suitable levels have become the greatest challenge for
diabetics, pointing out the importance of patient education as
a self-empowerment treatment modality necessary for
improving the quality of life in these patients.In this regard,
trained nurses play a critical role in empowering patients to
better manage diabetes through self-care and improving the
quality of life of these patients through providing them and
their families with the required information and consultations.
Design:this quasi-experimental pre/post – test (case/control)
study was conducted to assess the effect of web-based
diabetes education on the self - empowerment among
university students with type 1 diabetes.Subjects: university
students with type 1 diabetes.Setting:diabetes clinic at
different specialty clinics affiliated to Alexandria university.
Sampling technique:purposive sample of 110 students who
receiving follow up care at diabetes clinic at different specialty
clinics were included. The study sample was randomly
assigned to one of two groups, 55 students was control group,
and the other 55 students was intervention group.The study
group received an interactive web -based diabetes self-
empowerment education program, while the control group
received routine care at the clinic. Tools: Socio demo-graphic
characteristics and health status. Diabetes Empowerment
Scale-Short Form (DES-SF):an 8-items Likert-type rating
scale used to measure psychosocial self-efficacy of people
with diabetes (> 3.0) was interpreted as ahigher level of self-
empowerment.The control group just got standard treatment
from the clinic, whereas the study group participated in web-
based diabetes education program.With the help of PHP
programming, an experimental website was built utilizing the
free and open-source WordPress Content Management
System.
According to data analysis, the outcomes may be
summed up as follows:
•In terms of family history, fewer than half of the group under
study had first-degree relatives who had diabetes.
• Less than half of the students in the current sample had
diabetes for ten years or more. Nevertheless, the range of
years of experience with diabetes was from less than five to at
least fifteen.
• Almost all of the signs and symptoms of diabetes were present
in more than half of the students at the time of diagnosis.
Nevertheless, less than fifth of the sample had a diagnosis of
diabetic ketoacidosis (DKA) at the time of the initial
presentation. (Figure1)
•More than half of the studied group had abody mass index
(BMI) between the normal range (18.5-24.9 kg/m2).
•Regarding the distribution of the studied groups according to
their scores of diabetes empowerment scale. The
empowerment mean scores of pre-intervention was
3.491.9344, post intervention was 3.745.9244,and follow up
3.907.7007,it was observed that the study group’s levels of
self- empowerment to carry out diabetes self-management
activities has improved as shown in their positive attitude from
the pre-intervention stage through post-intervention and follow
up stages (72.7%, 88.0%, and 96.0%, respectively).Table (1)
Based upon the results of the present study, it could be
concluded that:
The web -based diabetes educational program had positive
impacts on students’ self-empowerment regarding diabetes
self-management. In addition, it plays a significant role in
motivating the students to adopt healthy lifestyle.
•Age-appropriate, quality-assured structured
diabetes education for young people with type 1
diabetes must be provided using cutting-edge
technology (e.g., computer-based education,
short message service (SMS), mobile, and web-
based education), customized to their learning
preferences, and sustained for alonger period
of time.
•People with Diabetes should be engaged in the
development and design of technology
solutions.
•Health care professionals should be empowered
and trained to use technology to educate
patients about diabetes and provide treatment
for them.
Community Health Nursing Department
Faculty of Nursing – Damanhour University
Dr. Amel Attia Abd Elghaffar , Dr. Eman Ahmed Rashad El-Sakka
Total scores of diabetes
empowerment scale.
Study Control
Pre program
(n=55)
Post program
(n=50)
Follow up
(n=50)
Pre
(n=55)
Post
(n=52)
Follow up
(n=52)
No. %No. %No. %No. %No. %No. %
Negative
attitude
Positive
attitude
15
40
27.3
72.7
6
44
12.0
88.0
2
48
4.0
96.0
13
42
23.6
76.4
13
39
25.0
75.0
11
41
21.2
78.8
Mean +SD 3.491±
.9344
3.745 ±.9244 3.907 ±.7007 3.545±
.9143
3.531±
.9331
3.594
±
.8928
Paired
ttest
t1 = 3.750
p=.000*
t2 = 4.575 p=.000* t1 = -2.672-
p = 1.000
t2= -.971
p =.336
ANOVA with Friedman's Test
21.769
.000*
1.777
.411
Table (1): Distribution of the studied groups according to their total scores of
diabetes empowerment scale
Significant at p < 0.05
t1: Between total scores before program and post program after 3 months.
t2: Between total scores before program and post program after six months follow up.
Figure1: Distribution of the studied sample according to their Clinical
presentation at initial diagnosis