PROMOTING ACCESS TO AFRICAN RESEARCH

South African Family Practice

Log in or Register to get access to full text downloads.

Remember me or Register



Views of patients on a group diabetes education programme using motivational interviewing in South African primary care: a qualitative study

S Serfontein, RJ Mash

Abstract


Objectives: This study was a qualitative assessment of a diabetes group education programme presented in community health centres of the Cape Town Metro District. The programme offered four sessions of group education and was delivered by trained health promoters using a guiding style derived from motivational interviewing. The aim of the study was to evaluate the programme by exploring the experiences of the patients who attended.
Design: This was qualitative research that utilised in-depth interviews. Thirteen patients who had attended the educational programme, and who each came from a different health centre in the intervention arm of a larger randomised controlled trial, were purposively selected. The interviews were audiotaped, transcribed and then analysed using the framework approach.
Setting and subjects: Patients with type 2 diabetes from community health centres in the Cape Town Metro District.
Results: Patients gained useful new knowledge about diabetes and reported a change in their behaviour, especially with regard to diet, physical activity, medication and foot care. The educational material was experienced positively and enhanced recall and understanding. Health promoters were competent, utilised useful communication skills and structured the material well. There were organisational and infrastructural problems, especially with regard to space within which the groups could meet, and communication of the timing and location of the sessions.
Conclusion: This study supports wider implementation of this programme, following consideration of recommendations resulting from patient feedback.

Keywords: diabetes, health education, health promotion, motivational interviewing, group education




http://dx.doi.org/10.1080/20786204.2013.10874395
AJOL African Journals Online