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.

Name thesis:degree_name

Master of Science

Level thesis:degree_level

Master

Discipline thesis:degree_discipline

Nutrition

Grantor

Texas Woman's University

Year dc:date.issued

2017

Author dc:creator

• Woods, Erikka J.

Chair dc:contributor.committeechair

• Moore, Carolyn E.

Committee members dc:contributor.committeemember

• Anderson, Jane
• Warren, Cynthia

• Social sciences
• Health and environmental sciences
• Education
• Culturally sensitive
• Diabetes
• Hispanic
• Nutrition education

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/11274/9378

OAI identifier oai:identifier

oai:twu-ir.tdl.org:11274/9378