Honors Theses

Date of Award

Spring 5-5-2022

Document Type

Undergraduate Thesis

Department

Pharmacy Administration

First Advisor

Erin Holmes

Second Advisor

Meagan Rosenthal

Third Advisor

Yi Yang

Relational Format

Thesis

Abstract

Given the prevalence of Type 2 Diabetes Mellitus in the United States and the continuous rise of cases, especially within Mississippi, there is an increasing need to identify if, and how, patients with Type 2 Diabetes receive information about self-care. While there is data available on the topic of where patients receive their information and the influence it has on their health in other countries of the world, the research on the source of Type 2 Diabetes education in the United States is scarce. Therefore, this study aims to bridge the gap of understanding where patients with Type 2 Diabetes acquire their information, what information they receive, and the impact the obtained information has on their state of well-being. This was a descriptive and cross-sectional study that employed self-administered paper surveys to collect study data from diabetes patients. The survey was a questionnaire consisting of quantitative and qualitative questions including basic demographic data, a series of questions regarding the education received and who provided it, and the patient’s perception on the reliability of the information they received. The findings of the study revealed that patients mainly received pertinent information on diabetic self-management from their doctors, as expected, but there is a great demand to receive information from pharmacists. This study is crucial to help give pharmacists insight on how to develop future methods that could aid in effectively delivering diabetes information to control this complex disease and avoid complications. It can also contribute to continuing conversations among other healthcare providers to collaborate and strategize the best method on curating diabetic education that is personalized for each patient.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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