Measuring acceptability and efficacy of culturally sensitive peer-taught diabetes nutrition education for a low-income, low-literacy, Spanish-speaking Hispanic population
Objective: Examine the efficacy and acceptability of culturally sensitive diabetes education. Methods: Subjects were assigned to Usual Care (UC) or Culturally Sensitive (CS) groups to receive diabetes education. The UC group received education from an English-speaking healthcare professional speaking through an interpreter. The CS group received education from a peer educator. Learning was assessed by comparing pre-test and post-test scores. Acceptability was measured using a post-class survey. Results: Significant improvement was demonstrated in both groups, with a 43% improvement from pre-test to post-test. No significant difference in scores was detected between groups. Post-class surveys revealed significantly greater perceived understanding of the instructor and greater intent to change behavior in the CS group. Conclusions: A culturally sensitive diabetes nutrition education program can improve knowledge of dietary management of diabetes, whether taught by a healthcare professional or a peer educator. Greater acceptability may be experienced when taught by a peer educator.
Social sciences, Health and environmental sciences, Education, Culturally sensitive, Diabetes, Hispanic, Nutrition education
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