Education in foot care using dialogic learning or conversation maps for people with diabetes

Abstract

Objective: To compare the efficacy of two educational strategies for improving knowledge, attitudes, and practices regarding foot care among individuals with diabetes: traditional education with dialogic learning and conversation maps. Methods: A controlled pre- and post-test quasi-experimental design was employed. Group 1 received education with dialogic learning, while Group 2 received education with conversation maps. All participants completed a questionnaire on their knowledge, attitudes, and practices before and after the educational intervention. The statistical test measured the difference in means. Results: A total of 140 individuals participated, with 42 (30 %) in Group 1 and 98 (70 %) in Group 2. Both groups had significantly more correct answers after than before the intervention (mean: 14.2–26.6, Wilcoxon paired test, p = 0.01). The increase in correct answers after the intervention was more pronounced in the group using dialogic learning than in the group using conversation maps (mean difference in correct answers of Group 1 vs. Group 2: 14.6 vs. 11.5; Wilcoxon paired test, p = 0.005). Conclusions: Improved results were observed for both educational strategies after the intervention. Dialogic learning was more effective than conversation maps in improving knowledge, attitudes, and practices related to foot care. Practical implications: Structured, community-based education using dialogic learning or conversation maps may enhance self-care and prevent foot complications in people with diabetes.