Active Learning: Lessons From Women With Type 2 Diabetes in a Walking Program
- Authors
- Fritschi, Cynthia; Martyn-Nemeth, Pamela; Zhu, Bingqian; Kim, Min Jung
- Issue Date
- Aug-2019
- Publisher
- SAGE PUBLICATIONS INC
- Citation
- DIABETES EDUCATOR, v.45, no.4, pp 370 - 379
- Pages
- 10
- Journal Title
- DIABETES EDUCATOR
- Volume
- 45
- Number
- 4
- Start Page
- 370
- End Page
- 379
- URI
- https://scholarworks.bwise.kr/gachon/handle/2020.sw.gachon/91139
- DOI
- 10.1177/0145721719848437
- ISSN
- 0145-7217
1554-6063
- Abstract
- Purpose The purpose of this study was to explore the experiences and preferences of sedentary women with type 2 diabetes who had recently completed a pilot 12-week supervised treadmill walking study. Methods A qualitative design was used. Content analysis was used to assess major themes and subthemes embedded within participants' responses to open-ended questions about their experiences of participating in a walking program. Women were recruited from a database of patients willing to be contacted for research studies. Results Seven inner-city women with type 2 diabetes (71% African American, age 62 +/- 4.2 years, A1C 6.8% +/- 1.3, years since diagnosis 6.6 +/- 3.4 years) completed the postprogram interview. Only 3 of the 7 women had ever received any diabetes education. Four major themes emerged: (1) supportive environment, (2) personal commitment: overcoming ambivalence, (3) learning, and (4) outcomes, and 8 subthemes emerged. A supportive environment (encouraging, person centered, social, and structured) in combination with actively learning about diabetes and self-monitoring the effects of exercise seemed to be associated with personal commitment and confidence in participating in a walking program. Conclusions Active/experiential learning in a supportive environment may enhance both personal diabetes knowledge and behaviors among women with little diabetes education and low activity levels.
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