Challenges and Strategies of Needs Assessment Implementing in Diabetes Self‑management Education in Iran: A Qualitative Study

Fahimeh Kashani, Parvaneh Abazari, Fariba Haghani

Abstract


Background: Many diabetes educators in Iran do not have the necessary skills and competence for performing a needs assessment, and thus, cannot provide Diabetes Self‑Management Education (DSME) to suit individual educational needs and conditions. The purpose of the present study was to explore and analyze needs assessment implementation in DSME and evaluate the barriers and the appropriate strategies from educators’ viewpoints.

Materials and Methods: The present qualitative study was conducted using a conventional content analysis approach with semi‑structured and in‑depth interviews and using a purposeful sampling method on 20 nurses, physicians, and endocrinologists. The data of this study were collected from April to October 2018. The interviews were analyzed using the content analysis method of Graneheim and Lundman.

Results: Qualitative data analysis resulted in the emergence of two main categories of educational challenges of needs assessment and managerial challenges of needs assessment and four subcategories (lack of structured educational planning, lack of needs assessment practical patterns, managers’ insufficient support and supervision, and managers’ insufficient attention to motivational factors).

Conclusions: Educational strategic planning, managers’ obligation and support in designing practical patterns, and supervision tools to evaluate educators’ performance in the needs assessment domain can result in the promotion of DSME needs assessment, the efficiency of plans, and the promotion of society’s health.



Keywords


Diabetes mellitus, education, needs assessment, qualitative research, self‑management

Full Text:

PDF

References


Beck J, Greenwood DA, Blanton L, Bollinger ST, Butcher MK, Condon JE, et al. 2017 National standards for diabetes self‑management education and support. Diabetes Educ 2018;44:35‑50.

ADA. American Diabetes Association Standards of Medical care in diabetes. J Clin Applied Res Educ 40. 2017; Supplement1. www.Diabetes.Org./Diabetes care; 2017.

Dube L, Van den Broucke S, Housiaux M, Dhoore W, Rendall‑Mkosi K. Type 2 diabetes selfmanagement education programs in high and low mortality developing countries systematic review. Diabetes Educ 2015;41:69‑85.

Duncan I, Birkmeyer C, Coughlin S, Li QE, Sherr D, Boren S. Assessing the value of diabetes education. Diabetes Educ 2009; 35:752-70.

Firooz M, Mazlom SR, Hoseini SJ, Hasanzadeh F, Kimiaee SA. Comparison between the effect of group education and group counseling on emotional self‑care in type II diabetics. J Birjand Univ Med Sci 2015;22:293‑303.

Abazari P, Amini M, Amini P, Sabouhi F, Yazdannik AR. Diabetes nurse educator course: From develop to perform. Iranian J Med Educ 2011;10:918‑27.

Steinert Y, Basi M, Nugus P. How physicians teach in the clinical setting: The embedded roles of teaching and clinical care. Med Teach 2017;39:1238‑44.

Sleezer CM, Russ-Eft DF, Gupta K. A Practical Guide to Needs Assessment. 3th ed. San Francisco: John Wiley & Sons Inc; 2014.

Soltani Molayaghobi N, Abazari P, Taleghani F, Iraj B, Etesampour A, Zarei A, et al. Overcoming challenges of implementing chronic care model in diabetes management: An action research approach. Int J Prevent Med 2019;10:13.

Beran D. Needs and needs assessments: A gap in the literature for chronic diseases. Sage Open 2015;5:1‑10.

Motlagh ME, Rejaei L, Jonidi‑Jafari A, Ardalan G, Dorouzi J, Sartipizadeh M, et al. Priorities in health education needs of youth based in needs assessment and stakeholder invovement, in areas covered by the health departments of Iran university of medical sciences. J Educ Community Health 2016;3:51‑7.

Vakilian A, Iranmanesh F, Shafa MA, Moghadam‑Ahmadi A, Maleki‑Rad F. Educational needs assessment for general practitioners in the field of neurological diseases in the regulatory zone of Rafsanjan University of Medical Sciences, Iran. Strides Develop Medical Educa 2015;12:525‑36.

Najimi A, Yamani N, Soleimani B. Needs assessment of virtual training development: Assessment of the level of readiness at faculties of Isfahan University of Medical Sciences. Iranian J Med Educ 2017;17:70‑6.

Streubert HJ, Carpenter D. Qualitative research in nursing: Advancing the humanistic imperative. 5th ed. Philadelphia: Wolters Kluwer, Lippincott Williams and Wilkins; 2011.

Houghton C, Murphy K, Shaw D, Casey D. Qualitative case study data analysis: An example from practice. Nurse Res 2015;22:8‑12.

Graneheim UH, Lundman B. Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today 2004;24:105‑12.

Delavari A, Mahdavi Hazave A, Norouzi Nejad A, Yarahmadi SH. National Plan of prevention and control of diabetes. Tehran, First Edition, Seda Publication; 2004. p:80-8. [In Persian]..

Bastable S. Essentials of Patient Education. Jones and Bartlett Publishers; 2011. p. 165‑70.

Abazari P, Vanaki Z, Mohammadi E, Amini M. Inadequate investment on management of diabetes education. J Res Med Sci 2012;17:792‑8.

Abazari P, Vanaki Z, Mohammadi E, Amini M. Challenges of training diabetes nurse educator in Iran. Iran J Nurs Midwifery Res 2012;17:187‑94.

Chong MC, Sellick K, Francis K, Abdullah KL. What influences Malaysian nurses to participate in continuing professional education activities? Asian Nurs Res 2011;5:38‑47.

Lange K, Swift P, Pańkowska E, Danne T. Diabetes education in children and adolescents. Pediatr Diabetes 2014;15:77‑85.

Kersbergen CJ, Bowen CJ, Dykema AG, Koretzky MO, Tang O, Beach MC. Student perceptions of MD‑Ph. D. Programs: A qualitative identification of barriers facing prospective MD‑Ph. D. Applicants. Teaching and learning in medicine; 2019. p. 1‑10.

Akbari Z. The Study of English educational needs of students studying in Isfahan University of Medical Sciences: Students’ Perspective. J Develop Strategies Med Educ 2016;2:1‑13.

Riahi A. Information behaviors and information seeking of nursing students of Mazandaran University of Medical Science. J Med Edu Dev 2017;12:191‑211.

George JT, McGrane DJ, Warriner D, Rozario KS, Price HC, Wilmot EG, et al. Protocol for a national audit on self‑reported confidence levels, training requirements and current practice among trainee doctors in the UK: The trainees own perception of delivery of care in diabetes (TOPDOC) study. BMC Med Educ 2010;10:54.

Smith CJ, George JT, Warriner D, McGrane DJ, Rozario KS, Price HC, et al. Differences in level of confidence in diabetes care between different groups of trainees: The TOPDOC diabetes study. BMC Med Educ 2014;14:191.

Gordon M, Gupta S, Thornton D, Reid M, Mallen E, Melling A. Patient/service user involvement in medical education: A best evidence medical education (BEME) systematic review: BEME Guide No. 58. Med Teach 2020;42:4‑16.

Farzi S, Irajpour A, Saghaei M, Ravaghi H. Weak professional interactions as main cause of medication errors in intensive care units in Iran. Iranian Red Crescent Med J 2017;19:e14946.

Chan MF, Mattar I, Taylor BJ. Investigating factors that have an impact on nurses’ performance of patients’ conscious level assessment: A systematic review. J Nurs Manag 2013;21:31‑46.

Stenov V, Wind G, Skinner T, Reventlow S, Hempler NF. The potential of a self‑assessment tool to identify healthcare professionals’ strengths and areas in need of professional development to aid effective facilitation of group‑based, person‑centered diabetes education. BMC Med Educ 2017;17:166.

Robins L, Smith S, Kost A, Combs H, Kritek PA, Klein EJ. Faculty perceptions of formative feedback from medical students. Teach Learn Med 2020;32:168‑75.

Galletta M, Vandenberghe C, Portoghese I, Allegrini E, Saiani L, Battistelli A. A cross-lagged analysis of the relationships among workgroup commitment, motivation and proactive work behaviour in nurses. J Nurs Manag 2019;27:1148‑58.

Jafari M, Aliyari S, Zareian A, Dadgari F. Design and implementation of educating the patients admitted to the intensive cardiac care unit program: A preliminary study. J Military Care Sci 2015;2:173‑81.


Refbacks

  • There are currently no refbacks.