Use this URL to cite or link to this record in EThOS:
Title: Online structured education for people newly diagnosed with type 2 diabetes
Author: Poduval, Shoba
ISNI:       0000 0004 7660 5743
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
Background: More people than ever have type 2 diabetes (T2DM) and the number is growing. Structured education reduces the risk of complications, and it is National Health Service (NHS) policy that newly diagnosed patients are referred to a structured education programme. Uptake to group-based courses is low. The internet could help surmount barriers to accessing courses. HeLPDiabetes: Starting Out is an online structured education programme for T2DM. Aim: The overall aim of the thesis was to develop, optimise and formatively evaluate an online structured education programme for people newly diagnosed with T2DM called HeLP-Diabetes: Starting Out. Methods: The thesis was guided by the Medical Research Council guidance for complex interventions, and human-computer interaction theory. The thesis aim was achieved through a series of four empirical studies, addressing the development and evaluation of the intervention. A theoretically-informed first iteration of the programme was developed, and evaluated. The results informed the optimisation of the programme, and the development of a second iteration. The second iteration of the programme was evaluated using mixed methods, during its implementation in NHS primary care. Additionally, I developed and evaluated strategies for reducing patient dropout between registration and completion of the programme. In order to look for evidence of a digital divide, I analysed usage data to compare webpage visits of patients with different demographic characteristics. Results: Evaluation of the programme demonstrated that online structured education was feasible, and that different demographic groups were able to use the programme. Patients who completed the programme improved their selfefficacy and emotional distress. Problems with uptake and patient dropout were identified. Discussion: The results have informed recommendations for a fully optimised programme, suitable for evaluation in a Phase 3 randomised controlled trial, to compare online with face-to-face structured education.
Supervisor: Murray, E. ; Hamilton, F. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available