Understanding how self‐management education and support programmes for type 2 diabetes are expected to change behaviour: A document analysis of two programmes

Abstract

AbstractAimsAttendance at diabetes self‐management education and support (DSMES) programmes for type 2 diabetes is associated with positive outcomes, but the impact on some outcomes is inconsistent and tends to decline over time. Understanding the active ingredients of effective programmes is essential to optimise their effectiveness. This study aimed to (1) retrospectively identify behaviour change techniques (BCTs), mechanisms of action (MoAs) and intervention functions in two DSMES programmes, the Community‐Oriented Diabetes Education and the Diabetes Education and Self‐Management for Ongoing and Newly Diagnosed and (2) examine variation in content between programmes.MethodsA multiple case study approach, including a documentary analysis of the programme materials, was conducted. Materials were coded using the BCT Taxonomy v1, the Mode of Delivery Ontology v1 and the Intervention Source Ontology v1. The Behaviour Change Wheel guidance and the Theory and Techniques tool were used to identify intervention functions and MoAs. Programme stakeholders provided feedback on the findings.ResultsThirty‐four BCTs were identified across the programmes, with 22 common to both. The identified BCTs were frequently related to ‘goals and planning’, ‘feedback and monitoring’ and ‘natural consequences’. BCTs were linked with 15 MoAs, predominantly related to reflective motivation (‘beliefs about capabilities’ and ‘beliefs about consequences’) and psychological capability (‘knowledge’). BCTs served six intervention functions, most frequently ‘education’, ‘enablement’ and ‘persuasion’.ConclusionsAlthough both programmes included several BCTs, some BCTs were rarely or never used. Additional BCTs could be considered to potentially enhance effectiveness by addressing a wider range of barriers.