An Investigation of Transfer of Learning in Diabetes Self-Management Education

Abstract

Minimal research has been conducted in the health education profession on the implications of Transfer of Learning (TOL): the effective application by program participants of what is learned as a result of attending an educational program (Silberman, 1990; Kemerer, 1991; Killion ad Laylor, 1991; Broad and Newstrom, 1992). The purpose of this study was to investigate transfer of learning in diabetes self-management education by examining differences that existed in preventive care maintenance and diabetes self-management practices for non-institutionalized adults age 18 and older with diabetes in North Carolina who reportedly had previously participated in a diabetes education course or class when compared to those respondents who had not ever participated in such a course.

The data used for this research investigation were derived from the 2003 Behavioral Risk Factor Surveillance System (BRFSS) Survey. This study used t-tests, chi square tests of independence to analyze responses to the BRFSS Survey. Respondents who indicated having Non-pregnancy related Doctor diagnosed diabetes comprised the sample for this study (N=9,441). Null hypotheses were formed to investigate differences in glucose self-monitoring, self-foot examinations, exercise/physical activity, HbA1c and dilated eye examinations based on previous participation, or lack thereof in a diabetes self-management education course or class and controlled for the independent variables (age, gender, race, education, employment status, household income, marital status and number of dependent children under the age of 18) with linear and logistic regression analyses respectively.

Significant differences were found in glucose self-monitoring, self-foot examinations, non-work related exercise/physical activity and dilated eye examinations based on previous participation in diabetes self-management education. No differences were found for HbA1c testing. When controlled for the independent variables, it was further discovered that with the exception of HbA1c testing and non-work related exercise/physical activity, respondents who had previously participated in a planned diabetes education program, class or course, tended to practice self-management and preventive care maintenance behaviors more often or frequently than those who had not ever had any formal diabetes education. Overall, the findings suggest that transfer of learning in diabetes self-management education was achieved and further imply that formalized educational initiatives for diabetes care management in NC are effective and worthwhile.

All data were analyzed at the .05 level of significance.