Oregon Health & Science University
Objective: To investigate influences on participation in diabetes education classes in a low-income, Spanish-speaking, Latino population.
Methods: 15 patients from an Oregon clinic participated in semi-structured interviews to understand influences on their participation in diabetes education, and a thematic analysis was conducted.
Results: Four themes characterized the data: 1) lack of resources; 2) culture; 3) relationship with diabetes; 4) relationship with the clinic. Barriers to class attendance included: work conflicts and lack of childcare and transportation; shame and lack of interest in health in males; and difficulty contacting participants. Motivators of class attendance included: interest in health for the sake of family; interest in nutrition; effects of diabetes on self, friends, and family; and positive experiences with group support and self-efficacy in class.
Conclusion: This study provides important insights into participation in diabetes education in a low-income, Spanish-speaking, Latino population.
Practice implications: To increase diabetes education participation in this population, creative, targeted approaches to DSME classes are needed. These may include: classes that are accessible in terms of finances and time; classes focusing on strong, healthy males, family involvement, celebration of healthy Latino food, group support, and self-efficacy; and the use of trusted, motivated peers to recruit hard-to-reach participants.
School of Nursing
Testerman, Jill, "Influences on diabetes education participation in a low-income, Spanish-speaking, Latino population" (2015). Scholar Archive. 3704.