%0 Journal Article
%A Danet, Alina
%A Prieto Rodríguez, María Ángeles
%A Gamboa Moreno, Estibaliz
%A Ochoa de Retana Garcia, Lourdes
%A March Cerdà, Joan Carles
%T [Peer training for patients with diabetes mellitus 2. A quantitative and qualitative evaluation in the Basque Country and Andalusia].
%D 2016
%U http://hdl.handle.net/10668/9913
%X To evaluate a peer training strategy for patients with type2 diabetes mellitus, developed in two training programmes in the Basque Country and Andalusia. Quantitative pre- and post-intervention and qualitative evaluation, developed between 2012 and 2014. The Basque Country and Andalusia. A total of 409 patients and trainer-patients, participating in self-management peer training programmes. Intentional sample of 44 patients for the qualitative study. Bivariate analysis and net gains for common variables used in questionnaires in the Basque Country and Andalusia: self-reported health, daily activities, physical activity, use of health services, and self-management. Content analysis of 8 focus groups with patients and trainer-patients, including: coding, categorisation, and triangulation of results. Peer training has a positive impact on physical activity, the use of health services, and self-management, with some gender differences. The peer-training strategy is considered positive, as it strengthens the patient-health provider relationship, generates group support and self-confidence, and improves the emotional management. Patients identify two areas of potential improvement: access and continuity of training strategies, and more support and recognition from health providers and institutions. The positive impact on health and quality of life that this patient peer-training provides, requires the collaboration of health professionals and institutions, which should improve the access, continuity and adaptation to patient needs and expectations.
%K Diabetes
%K Diabetes mellitus
%K Formación entre iguales
%K Investigación cualitativa
%K Investigación cuantitativa
%K Peer training
%K Qualitative research
%K Quantitative research
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