Usability of a diabetes and cardiovascular disease education module in an African American, diabetic sample with physical, visual, and cognitive impairment.

Objective: Develop an accessible education module and test whether presence of diabetes complicationsandfunctionalimpairmentsdifferentiallyimpactedinterventionusability. Method: 30AfricanAmericanswith type 2 diabetes completed 1 of 4 (90-min) group education classes. Preintervention measuresincluded medical history, Medical Outcomes Study Short Form–8, Telephone Interview for CognitiveStatus, and Diabetes and Cardiovascular Disease Knowledge Test. For outcomes comparisons, patientswere categorized according to functional impairment (physical; physical cognitive or physical visual; physical cognitive visual) and number of diabetes complications (0–1, 2–3, 4–6). Outcomemeasures were knowledge test change scores and patient ratings of satisfaction and accessibility of classand materials. Results: Education resulted in increased mean knowledge scores, from 6.6 to 11.3 ( p .001), with signicant learning found for participants in all functional impairment categories and with0–3 complications. Patient ratings of accessibility and satisfaction were high (42–43 of 45), with minorareas identied for improvement among persons with excess complications (4–6) and impairment(physical cognitive visual). Conclusion: The diabetes education module demonstrated accessibilityand effectiveness. It may be particularly useful in treating high-risk, diabetic adults with existingcomplications, functional impairment, or disability.