Views and Preferences of Low-Literate Hispanics Regarding Diabetes Education: Results of Formative Research

Hispanics are twice as likely as non-Hispanic Whites to have diabetes and are also at higher risk for diabetesrelated complications and poorer outcomes. The prevalence of diabetes is inversely related to educational status. Low literacy is common, especially among older Hispanics. Little literature...

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Bibliographic Details
Published in:Health education & behavior 2004-06, Vol.31 (3), p.388-405
Main Authors: Rosal, Milagros C., Goins, Karin Valentine, Carbone, Elena T., Cortes, Dharma E.
Format: Article
Language:English
Subjects:
Biochemistry
Biological and medical sciences
Consumer Behavior
Diabetes
Diabetes Mellitus, Type 2
Diabetes. Impaired glucose tolerance
Dietetics
Educational Attainment
Educational Status
Endocrine pancreas. Apud cells (diseases)
Endocrinopathies
Exercise
Focus Groups
Health Behavior
Health Education
Health Materials
Health Promotion
Hispanic Americans
Hispanic Americans - psychology
Hispanic people
Humans
Incidence
Intervention
Latin Americans
Literacy
Low Income
Management. Various non-drug treatments. Langerhans islet grafts
Massachusetts
Medical sciences
Non English Speaking
Older Adults
Physical Activities
Pilot Projects
Risk
Urban Areas
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Summary:Hispanics are twice as likely as non-Hispanic Whites to have diabetes and are also at higher risk for diabetesrelated complications and poorer outcomes. The prevalence of diabetes is inversely related to educational status. Low literacy is common, especially among older Hispanics. Little literature exists on formative research to create diabetes education materials for this audience. Two focus groups assessed views and preferences for diabetes education of low-literate, low-income, non-English-speaking urban Caribbean and Central American Hispanics with diabetes, as well as utility of materials developed specifically for this population, as part of the preliminary work for a pilot study of a diabetes intervention. Implications for practitioners and researchers are discussed.
ISSN:1090-1981
1552-6127
DOI:10.1177/1090198104263360