The Effect of Knowledge Diabetic Complications Prevention Model among Diabetes Patients in Khun Thale, Muang􀀃District, Surat Thani

Abstract

Diabetes is a chronic disease that has become a major public health issue. Despite this, educational tools for behavior change in diabetes patients have become widely available. However, research on new approaches to promoting and preventing diabetes complications is still limited. The purpose of this study is to compare trial and control group knowledge of diabetes and complications after using the knowledge diabetic complications prevention model. A quasi-experimental study was conducted to assess the outcomes of knowledge. 140 people with type 2 diabetes aged 35 and up were randomly assigned to one of two groups. The experiment provided a literacy model for preventing diabetes complications, which the control group did not use. The data collection tool is divided into two sections: general and assessment data on diabetes and complications􀀃with􀀃reliability was 0.81. Comparing results between the two groups with independent t-test and comparing pre-and post-trial results with paired t-test statistics. The results showed that the general data of the two groups of diabetics was no different. Before the experiment, the experimental and control group had average knowledge scores of diabetes and complications of 10.80±2.33 and 10.43±2.34 respectively. The two groups of knowledge score averages were no different. The experimental group had an average knowledge score of 0.37 points (95%CI = 0.41 to 1.15, p-value =0.348) after the trial. It found that the experimental and control group had average literacy scores for diabetes and complications of 21.20±2.15 and 10.82±1.41 respectively. The two groups of knowledge score averages differed statistically significantly at 0.05, with the experimental group having an average knowledge score of 10.37 points (95%CI = 9.76 to 10.98, p-value < 0.001), concluding that media in the model of diabetes literacy and complications of diabetics was effective. As can be seen, this results in repetitive learning processes, including participatory learning, affecting diabetic literacy scores. To achieve long-term behavioral change, officers or those involved in the community should conduct additional research during use.