abstract

Background: DMis a chronic metabolic disorder requiring effective self-care for management and complication prevention. Rural populations often lack adequate knowledge and self-care practices, necessitating educational interventions. To assess the effectiveness of a planned teaching programme (PTP) on improving knowledge and self-care practices among diabetic patients in selected rural areas near Mangalore, India.

Methods: A quasi-experimental, non-equivalent control group pre-test post-test design was used. Thirty diagnosed diabetic patients were purposively sampled, with 15 in the experimental group receiving PTP and 15 in the control group receiving no intervention. Baseline and post-intervention assessments of knowledge and self-care were conducted using structured questionnaires. Data were analyzed using descriptive and inferential statistics including paired and unpaired t-tests and chi-square tests.

Results: Post-intervention, the experimental group showed a significant increase in mean knowledge scores from 33.8 to 93.67 (P<0.001) and self-care practices from 41.67 to 70.53 (P< 0.01). No significant changes were observed in the control group. Improvements were noted across all domains, especially exercise and urine sugar monitoring, though some gaps remained. Education level was significantly associated with knowledge (?² = 5.56, P<0.05), and knowledge was linked to better self-care (?² = 4.123, P<0.05).

Conclusion: The Patient Training Program (PTP) significantly improved diabetes knowledge and self-care practices among rural patients. By empowering individuals with essential skills and information, it supported better disease management. Such structured educational interventions are crucial for underserved communities with limited healthcare access. Integrating these programs into primary care can help reduce diabetes-related complications. This approach is vital to addressing the growing diabetes burden in rural and resource-limited areas.