248161 Community-based type 2 diabetes education program: Dining with Diabetes in Virginia

Monday, October 31, 2011

Kathryn W. Hosig, PhD, MPH, RD , Department of Population Health Sciences, Public Health Program, Virginia Tech, Blacksburg, VA
Eleanor Schlenker, PhD, RD , Virginia Cooperative Extension, Family and Consumer Sciences, Virginia Tech, Blacksburg, VA
Eileen S. Anderson, EdD , Williams Hall, CRHB, Department of Psychology, Blacksburg, VA
Karen Gehrt, EdD, RD , Virginia Cooperative Extension, Family and Consumer Sciences, Virginia Tech, Blacksburg, VA
INTRODUCTION: Dining with Diabetes in Virginia (DwDVA) was piloted in 2006-2007 in eight counties with high prevalence of type 2 diabetes via collaboration between Virginia Cooperative Extension and Virginia's Diabetes Prevention and Control Project. METHODS: DwDVA, managed by local Extension agents, included four weekly 2-hour sessions and a 3-month follow-up class taught by registered dietitians or Certified Diabetes Educators, and was designed to improve diabetes self-management and blood glucose control. Participants (n=146) were 80% female, mean age 66.4▒10.3 years, (66% over 60 yrs). Fifty-three percent reported incomes below $30,000, 17% were African-American, 77% Caucasian, and 3% Asian. Class attrition averaged 30%. RESULTS: At follow-up participants were much more likely to use a plan to control carbohydrate consumption (38% vs 74%, OR=4.64, 95% CI=2.50ĘC8.61; t=5.36, p<.01). Self-reports of 30 minutes of physical activity at least 3 days/week also increased, albeit marginally (73% vs 82%, OR = 1.68; 95% CI=0.84ĘC3.37; t=1.49; p=.07). Overall glycosylated hemoglobin (A1c) level did not significantly change from baseline to follow-up (7.36▒1.60 to 7.27▒1.47); however, among participants whose baseline levels were ≥ 7.00, A1c decreased from 8.50▒1.58 to 8.00▒1.54 (n=45, paired t-test, p<.001). DISCUSSION: Lessons learned include: 1) coalition building is essential to obtain support for the research component of the program; 2) stand-alone programs attract more committed participants (compared to programs immersed in, for example, Bible study classes); 3) visible support and encouragement from community leaders increases participation, and 4) an enhanced physical activity component and organized support groups could improve adherence and outcomes.

Learning Areas:
Administer health education strategies, interventions and programs
Planning of health education strategies, interventions, and programs
Public health or related education

Learning Objectives:
1. Describe major outcomes of a pilot community-based type 2 diabetes education program. 2. List major lessons learned from a pilot community-based type 2 diabetes education program. 3. Evaluate the potential benefits of partnering with Cooperative Extension to deliver a community-based type 2 diabetes education program.

Keywords: Diabetes, Community-Based Health Promotion

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I am a co-investigator for the pilot study described in the abstract and am currently principal investigator for an NIH-funded research study to evaluate the program effectiveness.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.