Table 1 Aims and methods developing the "Ready to Act" programme targeted people with dysglycaemia
Phase | Aim | Methods |
|---|---|---|
Pre-clinical: | To explore evidence and theories to identify intervention components and constructs relevant as outcome measures | Literature from a Medline search 1995-2007 was reviewed: Keywords: "attitude to health" (Mesh) AND "diabetes mellitus T2" (Mesh) and "newly diagnosed", and a search "attitude to health" (Mesh) AND "prediabetic state" (Mesh). The Medline search gave 35 hits and 14 were found relevant for this study purpose. Health promotion and health education theories were explored for theoretical constructs relevant for the educational needs among people with dysglycaemia |
Phase I: | To delineate the intervention components, model a preliminary intervention and suggest possible outcomes | The theoretical concepts were integrated with practical issues. The structure, pedagogical goals and activities, the training needs of the healthcare educators and possible outcomes were defined in collaboration between the project manager and physiotherapists, GPs, dieticians and nurses with expertise in dysglycaemia and/or health promotion. Pedagogical material e.g. work sheets were developed and tested in 12 persons with newly diagnosed T2D from a local diabetes class |
Phase II: | To describe a replicable intervention to be used in an exploratory trial and to test the preliminary intervention in two settings: a GP practice and a local healthcare centre. | Trained multidisciplinary teams tested the intervention in two groups of eight participants diagnosed with dysglycaemia in "The ADDITION study" [15, 47]. 16 participants (45-69 years) took part in semi structured focus group interviews, and 14 participants completed a four-page questionnaire on the intervention content, process and structure. The interviews were analysed by manifest content analysis [48] searching for statements according to intervention outcome, process and structure. Supplementary data was collected by evaluations from the educators, and the intervention was adjusted according to the responses in phase II. |