All ETDs from UAB

Advisory Committee Chair

David Macrina

Advisory Committee Members

Scott Snyder

Mike Perko

Pamela Fordham

Linda Casebeer

Document Type


Date of Award


Degree Name by School

Doctor of Philosophy (PhD) School of Education


Nurses’ knowledge of diabetes and diabetes management and the identification of differences in knowledge gains after completion of a lecture-based or a computer-based diabetes educational intervention in 175 participants from a variety of health care settings, shifts, and specialties in a large acute-care facility in the Southeastern United States was studied. This was a randomized experimental design with a pretest (Time 1), an immediate post test (Time 2), and a 3-week-post test (Time 3) utilizing the conceptual framework of M. S. Knowles’ adult-learning theory. Nurses’ knowledge was assessed by a 45-item Diabetes Basic Knowledge Test (DBKT) with a 21-item demographic/diabetes self-report tool (DSRT) used for demographic data. Overall and subcategory-areas of diabetes and diagnosis, emergencies, medications, diet and exercise, foot care and special needs, and complications were studied. The demographic variables of gender, educational information sources, area of nursing, and personal obligations were significant. The overall DBKT scores increased with minimal differences for the lecture-based group (Time 1: 75%,; Time 2: 89%; Time 3: 85.6%) and the computer-based group (Time 1: 76.5%; Time 2: 87%; Time 3: 85.4%) identified. A doubly multivariate ANOVA of the subcategories identified significant differences in diabetes and diagnosis, emergencies, and medications with a Royiii Bargmann stepdown analysis on the trend analysis resulting in complications being constant across time. Even with similar group scores, significantly increases from Time 1 to Time 3 for diabetes and diagnosis, emergencies, and medications were identified. Therefore, health educators must focus on these areas when providing continuing education updates in diabetes. In conclusion, health professionals have a significant role in diabetes education, care and outcomes. Health professionals’ education in diabetes and its management plays an important role in increasing quality years of healthy life for all individuals with diabetes. As diabetes increases, the effectiveness of an intervention strategy must be addressed. This study investigated the effectiveness of two educational interventions with minimal difference in overall knowledge gains were identified. Some demographic variables were identified as significant. It is recommended that further studies are needed if a solution to the problem of nurses’ diabetes knowledge retention is to be found.

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