Objective To explore the application effect of interactive health education in insulin injections of aged patients with type 2 diabetes in the incipient stage of diagnosis and treatment. Methods 100 cases of aged patients with type 2 diabetes were hospitalized into endocrinology department from January 2014 to December 2014, the pen insulin injections were conducted for them at the beginning. They were equally divided into experimental group and control group through random number method. And, the general education guidance was conducted in control group. Meanwhile, the diabetes health education team was established in observation group on the basis of control group. Then, it was educated through the interactive lectures, interviews, teaching, repeated teaching, psychological intervention and individual assessment. Before and after education, the KAP survey of standard insulin injections were used for the patients in two groups to evaluate their degree of proficiency in the knowledge and skills about insulin injections, and the incidence of glucose metabolism level and low blood sugar. Results After intervention, the insulin injection skill in observation group was better than that of in the control group, (64.6%,31/48 vs. 24.5%, 12/149,χ2=16.441, P<0.01), while the level of glycosylated hemoglobin was reduced from (7.95±0.65)%to (6.58±0.62)%(t=7.85, P<0.01). Conclusions In the incipient stage of diagnosis and treatment, the ability of aged patients with type 2 diabetes in learning new knowledge and technology was improved through interactive health education mode. Besides, the insulin injections were standardized. Also, the glucose metabolism was improved, and the incidence of hypoglycemia was significantly reduced to ensure the patients′safety when the insulin was injected outside hospital, which was worth being clinically applied and promoted.

Objective To discuss the application effect of peer support education in improving theself-management ability of old patients with diabetes. Methods A total of 160 cases of old patients with type 2 diabetes who were treated and hospitalized from June 2014 to August 2015 were selected, then equally divided into observation group and control group through using random number method.Finally, 76 cases were studiedin observation group, while 75 cases in control group. The health education guidance of conventional diabetes had been used in two groups for six months, and the peer support education was also conducted for the patients in observation group on the basis of conventional education. The self-management ability, insulin standard injection knowledge-belief and attitude-behavior/practice (KAP) and glycosylated hemoglobin (HbA1c) value of old patients with diabetes were observed before intervention, 3 months and 6 months later, respectively. Also,the hypoglycemia frequency in two groups was compared during intervention. Results After three months of intervention, the score of diet, exercise management, glucose monitoring, foot care, pharmaceutical administration and smoke for self-management ability in observation group was 4.63 ± 0.92, 4.18 ± 0.97, 2.86 ± 0.96, 2.35 ± 0.59, 4.01 ± 1.43 and 0.62 ± 0.29, respectively, while that of these indicators in control group was 3.69 ± 0.83, 3.52 ± 0.67, 1.75 ± 0.67, 1.63 ± 0.72, 3.05 ± 1.39 and 0.59 ± 0.38. Except smoke (P > 0.05), the differences between two groups were statistically significant (t=2.987-5.965, P < 0.05). After six months of intervention, the score of diet, exercise management, glucose monitoring, foot care, pharmaceutical administration and smoke for self-management ability in observation group was 5.86±0.93, 5.37±0.61, 3.97±0.94, 5.06±0.92, 5.81±0.73 and 0.89 ± 0.31, respectively, while that of these indicators in control group was 3.68 ± 0.96, 3.65 ± 0.95, 1.86 ± 0.88, 2.65±0.88, 3.21±1.13 and 0.81±0.39. The difference was statistically significant (t=9.336-15.633, P<0.01), except smoke (P>0.05). Then, the insulin was normally injected in observation group after six months of intervention, the score of knowledge, attitude and behavior was 5.63 ± 1.87, 43.17 ± 6.03 and 16.57 ± 1.59, while that in control group was 3.76 ± 0.83, 23.71 ± 0.59 and 10.16 ± 0.95. The differences between two groups were statistically significant (t= 8.569, 15.623, 6.751, P<0.01). Also, the level of glycosylated hemoglobin was decreased from (8.17 ± 0.32) % to (7.16 ± 0.41) %, and the difference was statistically significant (t=-3.560, P=0.000). Conclusions Peer support education couldenhance the self-management consciousness of old patients with diabetes, standardize the insulin injection, improve the ability of self-management and improve glucose metabolism index so that it is worthy of being clinically popularized and applied.

Objective To explore the effect of peer support education on self-management ability and survival quality of urbanized type 2 diabetes patients in rural areas. Methods From January to September 2015, a total of 117 patients with type 2 diabetes were selected from three large-scale living communities of Fengxian District.Then,they were randomly divided into observation group(58 cases)and control group (59 cases) using random number method, respectively. And the same health education contents were conducted for the patients in both two groups.The patients in control group were educated by the diabetic nurse in classroom. Additionally, the peer support education was conducted for these patients in observation group for 6 months on this basis.The diabetes patient's self-management behavior scale and 36-item Short-Form Health Survey Questionnaire(SF-36)were used to assess the patients before intervention and 6 months later,respectively.Besides,the level of glycosylated hemoglobin was measured by the automatic biochemical analyzer. The self- management ability and survival quality and glycometabolism level were assessed as well. Results 6 months later after intervention, the survival quality score in observation group was as following:physical function(PF) 73.6±11.5,role physical(RP) 86.7 ± 14.5, body pain (BP) 76.3 ± 12.3, general health (GH) 64.5 ± 13.6, vitality (VT) 67.5 ± 12.3, social function (SF) 87.1 ± 16.2, role emotional (RE) 81.1 ± 14.2, mental health (MH) 68.9 ± 12.6, while that in control group was as following:physical function(PF)51.3±10.6,role physical(RP)62.1±12.1,body pain (BP)51.3±10.8,general health(GH)51.1±11.6,vitality(VT)56.4±12.1,social function(SF)70.1±14.1, role emotional (RE) 71.2 ± 13.9, mental health (MH) 56.1 ± 10.8 (t=2.316-6.365, P<0.05). The self-management score in observation group was following:diet management 5.79±0.98,exercise management 5.41 ± 0.57, blood glucose monitoring 4.01 ± 0.90, foot care 5.26 ± 0.89, drug administration 4.47 ± 0.90, smoking 0.86 ± 0.34, while that in control group was following: diet management 3.62 ± 0.99, exercise management 3.66 ± 0.94, blood glucose monitoring 1.90 ± 0.84, foot care 2.54 ± 0.62, drug administration 3.73 ± 0.80, smoking 0.76 ± 0.42 (t=4.659-19.137, P of rest was less than 0.01 except that of smoking equaled to 0.172 and t=1.375). Conclusions Peer support education can improve the quality of life, enhance self-management ability, control the level of glucose metabolism and has a strong operability. Therefore,it is worthy of promotion.