Impact of Collaborative Education and Continuous Feedback on Diabetes-Related Behaviors in Elderly Patients with Type 2 Diabetes
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Objective: This study assessed the effect of collaborative education combined with continuous feedback on diabetes-related behaviors, clinical indicators, and quality of life in elderly individuals with type 2 diabetes.
Methods and Materials: In this applied, semi-experimental study, a pretest–posttest design with a control group was used. Elderly adults (≥60 years) with type 2 diabetes were recruited from health centers. The intervention group attended collaborative group education sessions, while the control group received routine education. Regular individualized and group feedback was provided only to the intervention group. Data were collected using questionnaires on diabetes self-care, treatment adherence, and quality of life, along with clinical indicators (HbA1c, blood pressure, body mass index). Data were analyzed with descriptive and inferential statistics to compare changes within and between groups.
Findings: Compared with the control group, participants in the collaborative education plus feedback program showed significant improvements in self-care behaviors, treatment adherence, and quality of life. HbA1c levels and, in some cases, blood pressure and body mass index improved in the intervention group, indicating better metabolic control. Participants also reported greater motivation, self-confidence, social engagement, and a stronger sense of control over their illness.
Conclusion: Collaborative education combined with continuous feedback is an effective, human-centered strategy for modifying diabetes-related behaviors and improving clinical and psychosocial outcomes in elderly individuals. Integrating this model into routine diabetes care for older adults may support sustainable health-promoting behaviors and better overall well-being.
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