Abstract summary 

Type 2 diabetes mellitus (T2DM) significantly affects the quality of life (QoL), necessitating comprehensive management strategies. In resource-limited settings such as Nigeria, managing diabetes can be challenging due to limited access to medications, which impacts patients' QoL. Diabetes Self-Management Education (DSME) empowers patients through knowledge and skills, potentially improving their QoL. This study aimed to assess the impact of DSME on the QoL of T2DM patients in Nigeria.A quasi-experimental (pre-test and post-test) design was employed at the Olabisi Onabanjo University Teaching Hospital in Nigeria. Adult patients with uncomplicated T2DM who regularly attended the diabetic clinic were systematically sampled. Data was collected using a structured questionnaire covering demographics, QoL, self-monitoring knowledge, and self-management competence. A DSME program, including modules on nutrition, exercise, and foot care, was implemented. Pre- and post-intervention measurements were taken, and the data was analyzed.The study revealed significant improvements in all QoL domains after the DSME intervention, including physical functioning, role-physical, bodily pain, general health, social functioning, role-emotional, and mental health (p<0.001 for most domains). Postintervention, self-management competence scores showed a significant increase (mean difference: -9.655, p<0.001), and fasting blood glucose levels decreased significantly following DSME (mean difference: 14.897 mg/dL, p<0.001). Multivariate regression analysis demonstrated that DSME significantly enhanced post-intervention QoL scores (coefficient: 3.5054, p=0.001). Higher baseline QoL and education levels were positively associated with better outcomes.The findings highlight that DSME significantly enhances the QoL, self-management competence, and glycemic control among T2DM patients in Nigeria. These results underscore the importance of structured educational interventions in diabetes care, particularly in resource-limited settings.

Authors & Co-authors:  Osonuga A A Olufemi K K Osonuga O O Osonuga A A Okoye G G Osonuga A A

Study Outcome 

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