nursing research topics on diabetes

Best Nursing Research Topics for Students

What is a nursing research paper.

• What They Include
• Choosing a Topic
• Best Nursing Research Topics
• Research Paper Writing Tips

Writing a research paper is a massive task that involves careful organization, critical analysis, and a lot of time. Some nursing students are natural writers, while others struggle to select a nursing research topic, let alone write about it.

If you're a nursing student who dreads writing research papers, this article may help ease your anxiety. We'll cover everything you need to know about writing nursing school research papers and the top topics for nursing research.  

Continue reading to make your paper-writing jitters a thing of the past.

Popular Online Master of Science in Nursing (MSN) Programs

Earn a valuable nursing credential at Purdue Global’s School of Nursing. Expand your expertise and prepare to take on leadership and independent practice opportunities. Complete your courses online, on your schedule.

Enrollment: Nationwide, but certain programs have state restrictions. Check with Purdue for details.

• Accelerated BSN-to-MSN
• MSN - Adult-Gerontology Acute Care NP
• MSN - Psychiatric Mental Health NP
• MSN - Nurse Educator
• MSN - Executive Leader

GCU's College of Nursing and Health Care Professions has a nearly 35-year tradition of preparing students to fill evolving healthcare roles as highly qualified professionals.

Enrollment: Nationwide

• MSN - Family NP
• MSN - Health Informatics
• MSN - Nursing Education
• MSN - Public Health Nursing
• MSN - Health Care Quality & Patient Safety
• MSN - Nursing Leadership in Health Care Systems
• MBA & MSN - Nursing Leadership in Health Care Systems

Earn your nursing degree from one of the largest nursing education providers in the U.S. Walden University’s BSN, MSN, post-master’s APRN certificate, and DNP programs are accredited by the Commission on Collegiate Nursing Education (CCNE). Get enhanced practicum support with our Practicum Pledge.

Enrollment: Nationwide, excluding NY, RI and CT. Certain programs have additional state restrictions. Check with Walden for details.

• MSN - Psychiatric-Mental Health NP
• MSN - Adult-Gerontology Primary Care NP
• MSN - Pediatric NP - Primary Care
• MSN - Nursing Informatics

WGU's award-winning online programs are created to help you succeed while graduating faster and with less debt. WGU is a CCNE accredited, nonprofit university offering nursing bachelor's and master's degrees.

• BSN-to-MSN - Family NP
• BSN-to-MSN - Psychiatric Mental Health NP
• BSN-to-MSN - Nursing Education
• RN-to-MSN - Nursing Education
• RN-to-MSN - Nursing Leadership & Management

Nurses Helping Nurses: Why You Can Trust Nurse.org

As the leading educational website for nurses by nurses, Nurse.org is committed to editorial integrity and data-driven analysis. 

✔ Content written by 80+ licensed, practicing nurses who are experts in their respective specialties. Learn more about our nurse contributors .

✔ Transparent, trusted data sources from the U.S. Bureau of Labor and Statistics (BLS), Payscale, ZipRecruiter and Glassdoor. Learn more about our data resources .

✔ Consistent article updates to ensure they are as relevant and accurate as possible, utilizing the latest data and information when it becomes available.

A nursing research paper is a work of academic writing composed by a nurse or nursing student. The paper may present information on a specific topic or answer a question.

During LPN/LVN and RN programs, most papers you write focus on learning to use research databases, evaluate appropriate resources, and format your writing with APA style. You'll then synthesize your research information to answer a question or analyze a topic.

BSN , MSN , Ph.D., and DNP programs also write nursing research papers. Students in these programs may also participate in conducting original research studies.

Writing papers during your academic program improves and develops many skills, including the ability to:

• Select nursing topics for research
• Conduct effective research
• Analyze published academic literature
• Format and cite sources
• Synthesize data
• Organize and articulate findings

About Nursing Research Papers

When do nursing students write research papers.

You may need to write a research paper for any of the nursing courses you take. Research papers help develop critical thinking and communication skills. They allow you to learn how to conduct research and critically review publications.

That said, not every class will require in-depth, 10-20-page papers. The more advanced your degree path, the more you can expect to write and conduct research. If you're in an associate or bachelor's program, you'll probably write a few papers each semester or term.

Do Nursing Students Conduct Original Research?

Most of the time, you won't be designing, conducting, and evaluating new research. Instead, your projects will focus on learning the research process and the scientific method. You'll achieve these objectives by evaluating existing nursing literature and sources and defending a thesis.

However, many nursing faculty members do conduct original research. So, you may get opportunities to participate in, and publish, research articles.

Example Research Project Scenario:

In your maternal child nursing class, the professor assigns the class a research paper regarding developmentally appropriate nursing interventions for the pediatric population. While that may sound specific, you have almost endless opportunities to narrow down the focus of your writing. 

You could choose pain intervention measures in toddlers. Conversely, you can research the effects of prolonged hospitalization on adolescents' social-emotional development.

What Does a Nursing Research Paper Include?

Your professor should provide a thorough guideline of the scope of the paper. In general, an undergraduate nursing research paper will consist of:

Introduction : A brief overview of the research question/thesis statement your paper will discuss. You can include why the topic is relevant.

Body : This section presents your research findings and allows you to synthesize the information and data you collected. You'll have a chance to articulate your evaluation and answer your research question. The length of this section depends on your assignment.

Conclusion : A brief review of the information and analysis you presented throughout the body of the paper. This section is a recap of your paper and another chance to reassert your thesis.

The best advice is to follow your instructor's rubric and guidelines. Remember to ask for help whenever needed, and avoid overcomplicating the assignment!

How to Choose a Nursing Research Topic

The sheer volume of prospective nursing research topics can become overwhelming for students. Additionally, you may get the misconception that all the 'good' research ideas are exhausted. However, a personal approach may help you narrow down a research topic and find a unique angle.

Writing your research paper about a topic you value or connect with makes the task easier. Additionally, you should consider the material's breadth. Topics with plenty of existing literature will make developing a research question and thesis smoother.

Finally, feel free to shift gears if necessary, especially if you're still early in the research process. If you start down one path and have trouble finding published information, ask your professor if you can choose another topic.

• MSN - Nurse Executive
• MSN & MBA - Dual Degree

The Best Research Topics for Nursing Students

You have endless subject choices for nursing research papers. This non-exhaustive list just scratches the surface of some of the best nursing research topics.

1. Clinical Nursing Research Topics

• Analyze the use of telehealth/virtual nursing to reduce inpatient nurse duties.
• Discuss the impact of evidence-based respiratory interventions on patient outcomes in critical care settings.
• Explore the effectiveness of pain management protocols in pediatric patients.

2. Community Health Nursing Research Topics

• Assess the impact of nurse-led diabetes education in Type II Diabetics.
• Analyze the relationship between socioeconomic status and access to healthcare services.

3. Nurse Education Research Topics

• Review the effectiveness of simulation-based learning to improve nursing students' clinical skills.
• Identify methods that best prepare pre-licensure students for clinical practice.
• Investigate factors that influence nurses to pursue advanced degrees.
• Evaluate education methods that enhance cultural competence among nurses.
• Describe the role of mindfulness interventions in reducing stress and burnout among nurses.

4. Mental Health Nursing Research Topics

• Explore patient outcomes related to nurse staffing levels in acute behavioral health settings.
• Assess the effectiveness of mental health education among emergency room nurses .
• Explore de-escalation techniques that result in improved patient outcomes.
• Review the effectiveness of therapeutic communication in improving patient outcomes.

5. Pediatric Nursing Research Topics

• Assess the impact of parental involvement in pediatric asthma treatment adherence.
• Explore challenges related to chronic illness management in pediatric patients.
• Review the role of play therapy and other therapeutic interventions that alleviate anxiety among hospitalized children.

6. The Nursing Profession Research Topics

• Analyze the effects of short staffing on nurse burnout .
• Evaluate factors that facilitate resiliency among nursing professionals.
• Examine predictors of nurse dissatisfaction and burnout.
• Posit how nursing theories influence modern nursing practice.

Tips for Writing a Nursing Research Paper

The best nursing research advice we can provide is to follow your professor's rubric and instructions. However, here are a few study tips for nursing students to make paper writing less painful:

Avoid procrastination: Everyone says it, but few follow this advice. You can significantly lower your stress levels if you avoid procrastinating and start working on your project immediately.

Plan Ahead: Break down the writing process into smaller sections, especially if it seems overwhelming. Give yourself time for each step in the process.

Research: Use your resources and ask for help from the librarian or instructor. The rest should come together quickly once you find high-quality studies to analyze.

Outline: Create an outline to help you organize your thoughts. Then, you can plug in information throughout the research process. 

Clear Language: Use plain language as much as possible to get your point across. Jargon is inevitable when writing academic nursing papers, but keep it to a minimum.

Cite Properly: Accurately cite all sources using the appropriate citation style. Nursing research papers will almost always implement APA style. Check out the resources below for some excellent reference management options.

Revise and Edit: Once you finish your first draft, put it away for one to two hours or, preferably, a whole day. Once you've placed some space between you and your paper, read through and edit for clarity, coherence, and grammatical errors. Reading your essay out loud is an excellent way to check for the 'flow' of the paper.

Helpful Nursing Research Writing Resources:

Purdue OWL (Online writing lab) has a robust APA guide covering everything you need about APA style and rules.

Grammarly helps you edit grammar, spelling, and punctuation. Upgrading to a paid plan will get you plagiarism detection, formatting, and engagement suggestions. This tool is excellent to help you simplify complicated sentences.

Mendeley is a free reference management software. It stores, organizes, and cites references. It has a Microsoft plug-in that inserts and correctly formats APA citations.

• MSN - Adult Gerontology Acute Care NP

Don't let nursing research papers scare you away from starting nursing school or furthering your education. Their purpose is to develop skills you'll need to be an effective nurse: critical thinking, communication, and the ability to review published information critically.

Choose a great topic and follow your teacher's instructions; you'll finish that paper in no time.

Joleen Sams is a certified Family Nurse Practitioner based in the Kansas City metro area. During her 10-year RN career, Joleen worked in NICU, inpatient pediatrics, and regulatory compliance. Since graduating with her MSN-FNP in 2019, she has worked in urgent care and nursing administration. Connect with Joleen on LinkedIn or see more of her writing on her website.

Plus, get exclusive access to discounts for nurses, stay informed on the latest nurse news, and learn how to take the next steps in your career.

By clicking “Join Now”, you agree to receive email newsletters and special offers from Nurse.org. You may unsubscribe at any time by using the unsubscribe link, found at the bottom of every email.

An official website of the United States government

Official websites use .gov A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS A lock ( Lock Locked padlock icon ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

• Publications
• Account settings
• Advanced Search
• Journal List

Self-Care Management of Patients with diabetes: nurses’ perspectives

Noor azimah awang ahmad, mohammad azmirul azmi sallehuddin, yan choo teo, hanif abdul rahman.

• Author information
• Article notes
• Copyright and License information

Corresponding author.

Received 2020 May 13; Accepted 2020 Nov 5; Collection date 2020 Dec.

To explore nurses’ experiences of providing education on self- care management to patients with diabetes.

A qualitative phenomenological study using semi-structured interview on all nine certified diabetic nurse educators in the main hospital and health centres in Brunei. Prolonged engagement with participants and data, and member checking were employed to ensure thematic analysis was trustworthy.

Three main themes emerged; 1) Factors of effective teaching strategies that emphasizes on assessing patients’ knowledge and education level to provide individualised instructional plan, which need to follow latest ministerial guidelines and effective pedagogy; 2) Barriers to provide effective education including psychological, financial, and lack of familial support, 3) Overcoming barriers through parallel health education and counselling, referring to medical social worker and non-governmental organizations, and inclusion of family members and carers in plan of care.

Diabetic nurse educator plays a crucial role to ensure patient with diabetes achieved competency and compliance with long term self-care management. Nurses’ need to ensure psychological preparedness and patient literacy assessment when designing individualised health education session. While identifying and addressing key barriers for each patient to ensure effectiveness of management plan and improve quality of life. More research are still needed to explore experiences and innovation solutions from nurses in different parts of the world to better inform policymakers and improve organisational and national guidelines for management of patients with diabetes.

Keywords: Diabetes, Self- care management, Patient education, Phenomenological study

Introduction

Education on self- care management has become gold standard for patients with diabetes [ 1 ]. Patients with diabetes require day-to-day knowledge of nutrition, exercise, monitoring, medication to accomplish daily self- care goals [ 2 ]. Evidence have shown that those who were well-equipped with self-care knowledge have become more confident to take control of their condition. They reconcile with healthy lifestyle and blood glucose level monitoring, which consequently improve quality of life [ 3 ]. Lack of knowledge hinders self- care performance and poor blood glucose control, which leads to development of diabetes complications such as blindness, renal failure, and amputation [ 2 ].

Diabetes nurse educator (DNE) plays an important role to equip patients with knowledge and confidence to achieve self-care goals for metabolic control declared in the National Standards for Diabetes Self- Management Education and Support [ 4 ]. The seven principles of effective self-care management include healthy diet, exercise, adherence to medication, glucose level monitoring, problem solving, reducing risks and healthy coping [ 5 ]. However, effectiveness of health education activities are affected by an individual’s acceptance of their disease. In addition, adherence to self- care management could be affected by sociodemographic factors such as patient’s education level [ 6 ]. Furthermore, delivery strategies is also an essential consideration. Teach back technique and use of pictures are recommended strategies for patients with low literacy [ 7 ]. Whereas, one to one consultation was reported to be more effective than group- based consultation [ 8 ].

Although DNEs have been conducting health education session for patients with diabetes, their perception and experiences have not been properly explored [ 9 ]. This is especially important because studies have found perception on self-care behaviours of nurses and patients were significantly different [ 9 – 11 ]. This differences and discrepancies need to be understood and enable knowledge to be imparted to patients effectively. Therefore, the present study aimed to explore diabetic nurse educators’ experiences of providing education on self- care management to patient with diabetes.

Study aim and design

A qualitative phenomenological study to explore nurses’ experience of providing health education on self- care management to patient with diabetes.

Settings and sample

All certified diabetic nurse educators (DNEs) from both the largest referral hospital and two main health centres in the Brunei-Muara district were recruited for this study. The eligibility criteria were: 1) certified DNEs with the nursing board of Brunei, 2) experienced in giving health education on self-care management to patient with diabetes. There were only eleven DNEs in the source population. Two of them assisted in pre-testing the study protocol and questions to ensure comprehensibility and smooth running of the session. Pre-testing participants were excluded from the main interview to minimise bias and avoid contamination of data, considering those who were involved in designing the protocol, would likely influence responses from new participants [ 12 , 13 ]. The remaining nurses agreed to participate voluntarily (100% response rate).

Data collection procedures

Following recruitment and pre-testing, data was collected through semi-structured focus group interview. The questions were asked based on the research questions:

How do nurses educate patients with diabetes on self-care management?

What strategies are being used to educate patients with diabetes on self- care management?

What are the challenges for nurses to educate patients with diabetes on self- care management?

The session was conducted in a private, conducive venue. The interview was audio-recorded. A total of two focus groups were conducted, considering the small number of eligible participants, however, through member-checking strategy, the researcher return to participants to affirm their responses and emerging, until most of the results were agreed upon.

Data analysis

Audio records were transcribed verbatim, producing 178 pages of text, and analyzed through thematic analysis. Two strategies were employed to ensure credibility and rigour, i.e., prolonged engagement and persistent observation, and member checking (also known as participant validation). For the former, the scripts were read several times to get a sense of the whole context. Common and repetitive concepts were categories and formed sub-themes. Previous literatures guide construction of suitable themes. Relevant quotations from the original transcript was extracted for reporting. For the latter, participants and research team members examine and comment on the excerpts of transcripts and emerging themes until at least 80% of the results were agreed upon.

Ethical consideration

The study protocol was approved by the joint research and ethics committee of Ministry of Health and Institute of Health Sciences, Universiti Brunei Darussalam. Participants have read and understood the study details before agreeing to sign the written consent, including agreement for the session to be audio-taped. No participant-identifying information was collected. Each participants were assigned individual codes.

Nine diabetic nurse educators participated in this study. Participants demographic characteristics and codes used to denote them are presented in Table 1 .

Demographic characteristics of participants

Three emerging themes were identified; 1) Factors of effective teaching strategies; 2) Barriers to provide effective education, 3) Overcoming barriers.

THEME 1: Factors of effective teaching strategies

The respondents reported that nurses need to assess patient’s level of education, knowledge and understanding to ensure effective education and patients received the information well. They used teach-back (talk back) method to assess the patient’s level of understanding and on what they have learned. For elderly patients the nurses would usually use simplest term to the session.

“… First thing we do is we asked about their knowledge regarding diabetes, do they know about diabetes, what is diabetes, what’s the complication…”(PT05DC, P3) . “…..This is what we call as a talk back session. We ask them back what they have learned asked them back what was the things that we have educated them previously on or the time before that we did this talked back session….” (PT02DC, P4) “……I adjust adjusting according to their level of education if educating patient who is teachers are more easy if elderly patients so we have to estimate what they understand like make a simplest way..” (PT06HC, P2)

The nurses normally would also justify explanations such as reason they need comply with insulin regimen, using simple terms.

“……make them understand what happened to the body why they need insulin….” (PT08DC, P1) “…..if they are lacking of understanding that’s why we are trying to use the simple way……..” (PT06HC, P3)

In delivering the education of self- care management the DNEs ensured essential content of education was included, which covered three important aspects of self- care management which were diet, physical exercises, and medications.

“….we explain that there are 3 parts in managing the diabetes so one is dietary, control the diet, second exercise the hormone metabolism will help you, thirdly is medication….” (PT03HC, P4)

Most nurses included content from Clinical Practice Guideline Diabetes Mellitus that was published by the Ministry of Health in 2007.

“All of us here are using clinical practice guideline diabetes mellitus under MOH that was published in 2007…. we use guideline standard so all are standardised everything that we taught are the same things…..” (PT04DC, P7)

However, some of the respondents also used guideline from external sources.

“….Guideline usually we got it from our courses, diabetes slides mostly from there and we also got it from our workshop lecture so we just summarise the topics from there and we make new notes….” (PT03HC, P8).

They also provided demonstration and practical session on insulin injection technique to ensure patients were able to conduct the injection technique safely at home and to ensure the patient compliance well to the insulin injection.

“Besides demonstration we asked them to hands on based on what we have shown the technique if they can perform it correctly then they are safe to be injected at home…” (PT04DC, P12)

In addition, they utilised pictures, drawing and provided leaflet in the session. Pictures were used to show complications of the disease. Leaflet was distributed on insulin technique. Showing pictures throughout the session helped patient visualise rather than explanation alone.

“Usually we use some drawing and we also give them leaflet by showing the complications of diabetes through this pictures and also leaflet of insulin technique guidance…” (PT02DC, P2)

Majority of the respondents reported importance of updating their knowledge through reading, attend lectures and taking the exam to ensure they are capable of delivering effective education to the patients.

“First we are exposed to many materials that required us to read a lot, attend lectures and we got exam and also practical so to see whether we are capable doing or not and to see what we taught patient is effective or not and we keep taking examination and attend many lectures” (PT04DC, P7) “…..I update my knowledge through reading the latest one, sometimes what I’ve learned before was not sufficient for example about exercises…..”. (PT01HC, P7)

THEME 2: Barriers to provide effective education

Psychological barrier.

Majority of the respondents reported that lack of acceptance and denial were the most common psychological barriers that hindered nurses in delivering effective education to the participants.

“…so my experience in educating patients with diabetes usually newly diagnosed diabetes they cannot accept being diagnosed as a diabetes….” (PT03HC, P1) “....challenges that we have faced is the patient itself because most of the patients sometimes when they are diagnosed with diabetes they are in denial stage….” (PT05DC, P1)

Financial barrier

They also stated that patients were having difficulty to purchase healthy food, which was more expensive than fast food. Advising them to comply to diet modification became quite difficult.

“….. financial problem as we know healthy food is quite costly and expensive so if we advised them to take Jacob crackers, this kind of fruits these foods are quite costly to them so it difficult…..” (PT05DC, P7)

Lack of familial support

Most patients had poor support from family members, particularly on diet compliance, because they were used to unhealthy lifestyle.

“….family who have diabetic in their family members are having difficulties to support the one who has diabetes because they are get used to their unhealthy lifestyle…… (PT05DC, P1) “…our diabetic patient is really difficult as in Brunei we get used with all these culture that eat too much…..” (PTO5DC, P7)

THEME 3: Overcoming barriers

Psychological support.

Majority of nurses would provide counselling and motivation activities to encourage them to make changes within themselves in performing the self- care management such as monitoring the blood sugar intake.

“….. I give motivation to them that you don’t be sad even though you have been diagnosed diabetes yes you are labeled as diabetic but you can prevent through blood sugar target..” (PT07HC, P13) “……..we advise them to build motivation what makes you motivate…” (PT07HC, P15)

Family and financial support

The participants worked closely with medical social workers for patients with financial and transport problem. The nurses also garnered support from family as part of their diabetes management.

“.. we consult with the MSW (Medical Social Worker) to help those who has problem with financial and transport at least to settle these matters for them………” (PT05DC, P7). “The thing is regarding diabetes, family member need to be involve that is important….” (PT04DC, P13)

This study explored nurses’ experiences of providing health education on self- care management to patients with diabetes. Several interesting points were uncovered. First of all, nurses’ perceived that lack of psychological readiness was the main inhibiting factor for patients’ acceptance of their condition and thus compliance with self-care management. Similar studies have also revealed that patients who were in denial stage had led to poor lifestyle changes, particularly dietary modification [ 14 – 16 ]. MacDonald et al. [ 17 ] therefore recommended that health education and counselling should be conducted in parallel and consistently throughout management of patient with diabetes. Extensive experience is required to be flexible and respond accordingly to patients’ psychological issue and mood. Consequently, national guideline for diabetic nurse educators need to be revised, taking also into account that nurses in the present study perceived that ministerial guidelines for content of health education was outdated. Hence, it is important for certified DNEs to be both updated and stay current with content of health education as well as competent in recognising patient’s emotional and psychosocial needs. The provision of psychological support by active listening and being empathetic at the beginning and during subsequent sessions have shown to convince them to change their lifestyle [ 16 ]. Furthermore, the involvement of family members or carers during the health education session have helped motivate the patient and deal with self-care and psychological preparedness [ 18 ].

Secondly, nurses’ perceived that financial problem was also one of the main barrier to self-care compliance. Some patients could not afford to buy healthy foods, which are normally more expensive. Several studies have shown that financial constraints have led to poor adherence to treatment regimen and self-care management in the UK and US, respectively [ 18 , 19 ]. In Brunei, patients who have financial and transport difficulties would be referred to the department of medical and social services in the Ministry of Health. In Canada, non-profit organisations, social workers and industry conducting compassionate relief programs would help address their financial burden and help them to get access to their services [ 15 ].

The present study also uncovered that nurses used different teaching techniques and strategies for the patients. Education session based on patients’ preferences and individualised teaching plan while maintaining standard content, were found to be more effective [ 20 ]. Several teaching strategies and teaching aids were also more helpful in diabetes education such as hands-on demonstration and practical, and provide pictures, leaflets and drawings. Nurses could then help patients visualise, practice and assess competency, particularly on insulin injection, and as a result, increase understanding and ability for self-care and reduce diabetes complications in the long run [ 21 ].

Finally and equally important, is the assessment of patients’ literacy level. The present study revealed that nurses emphasized importance of determining patients’ knowledge and education level when designing the session. This is essential when considering health education on diabetes self-care are laden with complex and multidimensional instructional plan to address deficits in any of the cognitive, affective and psychomotor domain [ 14 ]. To further ensure effectiveness of behaviour change, it is also essential to identify ways to modify health beliefs, enhance self-efficacy, and change cultural norms regarding behavioral change, while having support from family members and carers to initiate and sustain beneficial behaviours [ 22 , 23 ].

Study limitations

This qualitative study provide rich description of nurses’ experience on self-care education. Although all diabetic nurse educators were recruited, the results is not generalizable to other settings due to small sample size, different societal norms and local cultural practices. The experiences may reflect the experiences of younger nurses. Future studies exploring experiences of nurses from different countries and societies could extract valuable insights to understand better on more effective ways to self-care education to patients with diabetes.

Implications to practice

The present findings could strengthen existing educational programme for diabetes self-care management. It also engages DNEs to actively think about improving current practices through constant knowledge update, providing individualised session plan, as well as, employing innovative strategies to promote active participation from patients and family members.

Conclusion and recommendation

To conclude, diabetic nurse educator plays a crucial role to ensure patient with diabetes achieved competency and compliance with long term self-care management. Nurses’ need to ensure psychological preparedness and patient literacy assessment when designing individualised health education session. While identifying and addressing key barriers for each patient to ensure effectiveness of management plan and improve quality of life. More research are still needed to explore experiences and innovation solutions from nurses in different parts of the world to better inform policymakers and improve organisational and national guidelines for management of patients with diabetes.

Acknowledgments

We thank the study participants who voluntarily participated in this study and we also extend our gratitude to the Nurse Manager of Diabetes Center Clinic and Nursing Officer of each Health Centre in Brunei- Muara for their immense cooperation.

Abbreviations

Diabetic Nurse Educator

Compliance with ethical standards

Conflict of interest, ethical approval.

The Joint Research Ethics Committee of Pengiran Anak Puteri Rashidah Sa’adatul Bolkiah, Institute of Health Sciences Research Ethics Committee (IHSREC), Universiti Brunei Darussalam and the Medical and Health Research Ethics Committee (MHREC) of the Brunei Ministry of Health approved this study [(UBD/IHS/B3/8).

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

• 1. Ghannadi S, Amouzegar A, Amiri P, Karbalaeifar R, Tahmasebinejad Z, Kazempour-Ardebili S (2016) Evaluating the effect of knowledge, attitude, and practice on self-Management in Type 2 diabetic patients on dialysis. J Diabetes Res. Hindawi Publishing Corporation [ DOI ] [ PMC free article ] [ PubMed ]
• 2. Shrivastava SRBL, Shrivastava PS, Ramasamy J. Role of self-care in management of diabetes mellitus. J Diabetes Metab Disord. 2013;12:1–5. doi: 10.1186/2251-6581-12-14. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ]
• 3. Polikandrioti M. The role of education in diabetes mellitus type 2 management. Heal Sci J. 2010;4:201–202. [ Google Scholar ]
• 4. Funnell MM, Brown TL, Childs BP, Haas LB, Hosey GM, Jensen B, Maryniuk M, Peyrot M, Piette JD, Reader D, Siminerio LM, Weinger K, Weiss MA. National standards for diabetes self-management education. Diabetes Care. 2011;34:S89–S96. doi: 10.2337/dc11-S089. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ]
• 5. Powers MA, Bardsley J, Cypress M, Duker P, Funnell MM, Hess Fischl A, Maryniuk MD, Siminerio L, Vivian E. Diabetes self-management education and support in type 2 diabetes: a joint position statement of the American DPowers, M. a., Bardsley, J., Cypress, M., Duker, P., Funnell, M. M., Hess Fischl, a., … Vivian, E. (2015). Diabetes self-management education an. Diabetes Care. 2015;38:1372–1382. doi: 10.2337/dc15-0730. [ DOI ] [ PubMed ] [ Google Scholar ]
• 6. Lawrenson R, Joshy G, Eerens Y, Johnstone W (2010) How do newly diagnosed patients with type 2 diabetes in the Waikato get their diabetes education? J. Prim. Health Care. p. 303–10 [ PubMed ]
• 7. Ramaswamy G, Roy G, Chinnakali P, Radhakrishnan S, Thekkur P, Selvaraj K. Self-care practices among diabetes patients registered in a chronic disease clinic in Puducherry. South India J Soc Heal Diabetes. 2016;04:025–029. doi: 10.4103/2321-0656.176572. [ DOI ] [ Google Scholar ]
• 8. American Diabetes Association Standards of Medical Care in Diabetes-2013. J Clin Appl Res Educ. 2015;38(supple):s1–94. [ Google Scholar ]
• 9. Hailu FB, Hjortdahl P, Moen A. Nurse-led diabetes self-management education improves clinical parameters in Ethiopia. Front Public Heal. 2018;6:1–11. doi: 10.3389/fpubh.2018.00001. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ]
• 10. Vivienne Wu S-F, Tung H-H, Liang S-Y, Lee M-C, Yu N-C (2014) Differences in the perceptions of self-care, health education barriers and educational needs between diabetes patients and nurses. Contemp nurse [internet]. Routledge; 2014;46:187–96. Available from: 10.5172/conu.2014.46.2.187 [ DOI ] [ PubMed ]
• 11. Sugiharto S, Stephenson M, Hsu Y-Y, Fajriyah NN. Diabetes self-management education training for community health center nurses in Indonesia: a best practice implementation project. JBI Evid Synth LWW. 2017;15:2390–2397. doi: 10.11124/JBISRIR-2016-003329. [ DOI ] [ PubMed ] [ Google Scholar ]
• 12. Leavy P (2014) The Oxford handbook of qualitative research. Oxford University Press, USA
• 13. SAGE Publications I. (2016) Pretesting and Pilot Testing 101. 101–19.
• 14. Gazmararian JA, Ziemer DC, Barnes C. Perception of barriers to self-care management among diabetic patients. Diabetes Educ. 2009;35:778–788. doi: 10.1177/0145721709338527. [ DOI ] [ PubMed ] [ Google Scholar ]
• 15. Jones L, Crabb S, Turnbull D, Oxlad M. Barriers and facilitators to effective type 2 diabetes management in a rural context: a qualitative study with diabetic patients and health professionals. J Health Psychol. 2014;19:441–453. doi: 10.1177/1359105312473786. [ DOI ] [ PubMed ] [ Google Scholar ]
• 16. Brundisini F, Vanstone M, Hulan D, DeJean D, Giacomini M. Type 2 diabetes patients’ and providers’ differing perspectives on medication nonadherence: a qualitative meta-synthesis. BMC Health Serv Res. 2015;15:516. doi: 10.1186/s12913-015-1174-8. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ]
• 17. Macdonald L, Stubbe M, Tester R, Vernall S, Dowell T, Dew K, et al. Nurse-patient communication in primary care diabetes management: an exploratory study. BMC Nurs. 2013;12:1. doi: 10.1186/1472-6955-12-20. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ]
• 18. Laroche H, Parker E, Reyes J, Muller B, Tripp-Reimer T. Factors influencing diabetes self-management among medically underserved patients with type II diabetes. Glob Qual Nurs Res. 2017;4:233339361771309. doi: 10.1177/2333393617713097. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ]
• 19. Rushforth B, McCrorie C, Glidewell L, Midgley E, Foy R. Barriers to effective management of type 2 diabetes in primary care: qualitative systematic review. Br J Gen Pract. 2016;66:e114–e127. doi: 10.3399/bjgp16X683509. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ]
• 20. Friedman AJ, Cosby R, Boyko S, Turnbull G. A Quality Initiative of the Effective Teaching Strategies and Methods of Delivery for Patient Education Effective Teaching Strategies and Methods of Delivery for Patient Education : Guideline Recommendations. Evidence-Based Ser 20–2 Rev. 2017;26:12–21. doi: 10.1007/s13187-010-0183-x. [ DOI ] [ PubMed ] [ Google Scholar ]
• 21. Fan L, Sidani S (2017) Preferences of Persons with Type 2 Diabetes for Diabetes Self-Management Education Interventions : An Exploration. Health (Irvine Calif). 1567–88
• 22. Peek ME, Ferguson MJ, Roberson TP, Chin MH. NIH Public Access. 2014;15:40S–50S. doi: 10.1177/1524839914532292. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ]
• 23. Hood KK, Hilliard M, Piatt G, Ievers-Landis CE. Effective strategies for encouraging behavior change in people with diabetes. Diabetes Manag. 2015;5:499–510. doi: 10.2217/dmt.15.43. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ]
• View on publisher site
• PDF (238.0 KB)
• Collections

Similar articles

Cited by other articles, links to ncbi databases.

• Download .nbib .nbib
• Format: AMA APA MLA NLM

Add to Collections