The assessment of diabetes knowledge and self-efficacy in a diverse population using Rasch measurement.

The purpose of this research was to develop survey instruments to evaluate diabetes knowledge and self-efficacy in a diverse population, and investigate the psychometric properties of data obtained with these instruments using Rasch measurement. Two-hundred and fifty-five urban-dwelling participants with diabetes were recruited to complete surveys through independent interviews. To evaluate the association of health literacy on metabolic control, formal literacy and hemoglobin A1c fingerstick testing were performed. Rasch analysis of the data yielded item and person calibrations for self-efficacy and knowledge, with variable maps created to provide both norm and criterion-referenced interpretations. Knowledge scale person separation reliability was 0.50 and item separation reliability was 0.98; while self-efficacy scale person separation reliability was 0.72 with item separation reliability of 0.92. Statistically significant partial correlations were observed between knowledge and health literacy (r = 0.41, p<.001), and self-efficacy and hemoglobin A1c (r = -0.33, p<.001). However, there was no correlation between diabetes knowledge and hemoglobin A1c (r = 0.035, p = 0.29), or health literacy and A1c (r = 0.022, p = 0.36). Diabetes knowledge varied, with non-English speaking individuals having lower measures than English speakers (t(252) = -4.86, p<.001). Non-English speaking individuals also had lower self-efficacy measures than English speakers (t(251) = -2.68, p = .008). Current knowledge deficits and perceptions of self-management may be estimated visually through variable mapping, which may help in individualizing informational needs for people with diabetes.

Implementation and evaluation of a low-literacy diabetes education computer multimedia application.

OBJECTIVE: To evaluate a clinic-based multimedia intervention for diabetes education targeting individuals with low health literacy levels in a diverse population. RESEARCH DESIGN AND METHODS: Five public clinics in Chicago, Illinois, participated in the study with computer kiosks installed in waiting room areas. Two hundred forty-four subjects with diabetes were randomized to receive either supplemental computer multimedia use (intervention) or standard of care only (control). The intervention includes audio/video sequences to communicate information, provide psychological support, and promote diabetes self-management skills without extensive text or complex navigation. HbA(1c) (A1C), BMI, blood pressure, diabetes knowledge, self-efficacy, self-reported medical care, and perceived susceptibility of complications were evaluated at baseline and 1 year. Computer usage patterns and implementation barriers were also examined. RESULTS: Complete 1-year data were available for 183 subjects (75%). Overall, there were no significant differences in change in A1C, weight, blood pressure, knowledge, self-efficacy, or self-reported medical care between intervention and control groups. However, there was an increase in perceived susceptibility to diabetes complications in the intervention group. This effect was greatest among subjects with lower health literacy. Within the intervention group, time spent on the computer was greater for subjects with higher health literacy. CONCLUSIONS: Access to multimedia lessons resulted in an increase in perceived susceptibility to diabetes complications, particularly in subjects with lower health literacy. Despite measures to improve informational access for individuals with lower health literacy, there was relatively less use of the computer among these participants.

The relationship of self-efficacy and depression to stuttering.

This study investigated the relationship of self-efficacy for verbal fluency, academic self-efficacy, and depression between adolescents who stutter and fluent speakers. Two separate discriminant function analyses were performed. The first analysis used the self-efficacy and depression scores as response variables and fluency classification as the grouping variable. Results indicated that self-efficacy for speech was the sole significant variable and accounted for 61% of the variance in group status. A second simplified discriminant function analysis was performed using speech self-efficacy as the sole predictor of group membership. This single discriminant function correctly classified 81% of the overall sample into their known groups. Further, classification for participants who did not stutter (95.2%) was better than for those who did stutter (67%). Based on this and earlier research, adolescents appear to be capable of using self-efficacy scaling as a measure of confidence for verbal fluency, which may eventually prove to be useful in treatment.