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Evaluating a diabetes self‐management support peer leader training programme for the English‐ and Punjabi‐speaking South‐Asian community in Vancouver
Author(s) -
Tang T. S.,
Sohal P. S.,
Garg A. K.
Publication year - 2013
Publication title -
diabetic medicine
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.474
H-Index - 145
eISSN - 1464-5491
pISSN - 0742-3071
DOI - 10.1111/dme.12179
Subject(s) - medicine , active listening , facilitation , medical education , empowerment , peer support , brainstorming , self management , nursing , psychology , communication , neuroscience , artificial intelligence , machine learning , political science , computer science , law
Aims The purpose of this single‐cohort study was to implement and evaluate a programme that trains peers to deliver a diabetes self‐management support programme for South‐Asian adults with Type 2 diabetes and to assess the perceived efficacy of and satisfaction with this programme. Methods We recruited eight South‐Asian adults who completed a 20‐h peer‐leader training programme conducted over five sessions (4 h per session). The programme used multiple instructional methods (quizzes, group brainstorming, skill building, group sharing, role‐play and facilitation simulation) and provided communication, facilitation, and behaviour change skills training. To graduate, participants were required to achieve the pre‐established competency criteria in four training domains: active listening, empowerment‐based facilitation, five‐step behavioural goal‐setting, and self‐efficacy. Participants were given three attempts to pass each competency domain. Results On the first attempt six (75%), eight (100%), five (63%) and five (63%) participants passed active listening, empowerment‐based facilitation, five‐step behavioural goal‐setting, and self‐efficacy, respectively. Those participants who did not pass a competency domain on the first attempt were successful in passing on the second attempt. As a result, all eight participants graduated from the training programme and became peer leaders. Satisfaction ratings for programme length, balance between content and skills development, and preparation for leading support activities were uniformly high. Ratings for the instructional methods ranged between effective and very effective. Conclusion Findings suggest it is feasible to train and graduate peer leaders with the necessary skills to facilitate a diabetes self‐management support intervention.