Honors Theses
Date of Award
Spring 5-12-2023
Document Type
Undergraduate Thesis
Department
Chemistry and Biochemistry
First Advisor
Anne Cafer
Second Advisor
Meagen Rosenthal
Third Advisor
Aaron Lee
Relational Format
Dissertation/Thesis
Abstract
Diabetes self-management education and support (DSMES) programs are crucial in equipping individuals with the necessary knowledge and skills. Involving care partners in diabetes management acknowledges that it is a collaborative effort within a social context, emphasizing the importance of integrating care partners into educational interventions. This approach offers benefits like emotional and practical support, shared responsibility in managing diabetes, enhanced treatment adherence, and improved communication.
To understand this concept better, this review's objectives are defining dyadic relationships, exploring implementation logistics, and assessing program outcomes and limitations to inform future research and program development.
This study revealed inconsistent terminology and definitions for dyads in diabetes self-management research and highlights the need for standardized terminology and criteria for dyads to ensure clarity and consistency. Regarding best practices, the study found no clear patterns in program logistics, and outcomes. However, studies with more participants tended to report better outcomes. Many studies employed community-based participatory research (CBPR) or culturally tailored approaches, acknowledging the diversity of communities served. This choice of methodology will be critical in determining best practices for the respective target populations of future studies. Implications for future research include comparative studies to evaluate different dyadic approaches, recruiting sufficient participants for meaningful program impact, and continuing to use CBPR to involve program beneficiaries in the research process.
Recommended Citation
Tucker, Jessica L., "An examination of dyadic diabetes self-management education for patients and care partners: a scoping review" (2023). Honors Theses. 3028.
https://egrove.olemiss.edu/hon_thesis/3028
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