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Introduction: Literature supports the relationship between increased diabetic knowledge and improved health outcomes amongindividuals with Type II diabetes mellitus (T2DM). In Kenya, knowledge gaps within the at-risk population still exist about thesymptoms, complications, and management strategies of T2DM, making it challenging to achieve the required personal andcommunity health levels. The project’s objective was to determine whether a structured educational intervention for patients inEldoret, Kenya, would increase diabetic knowledge and self-efficacy and reduce HbA1c levels. Method: We utilized an experimental study with a convenience sample of 143 participants systematically grouped into controland experimental. The experimental group only received a structured educational intervention based on the health belief model.Pre- and post-intervention data for diabetic knowledge, self-efficacy, and HbA1c were analyzed using the independent T andANOVA tests. Results: We observed significant between-group differences for diabetic knowledge (t (116) = 7.22, p<0.001), self-efficacy t (96)=5.323, p<0.001; and HbA1c level t (121) =-2.87, p = .003. We also observed significant within-group differences for diabeticknowledge, t (12.6), p<0.001); self-efficacy t (5.32), p<.001); and HbA1c, t (4.4), p<0.001, in the experimental group only. Conclusions: This study reveals the effect of a structured education intervention in increasing diabetic knowledge and self-efficacywhile reducing HbA1c levels in T2DM patients in Eldoret, Kenya. Keywords: Education program; type 2 diabetes; Kenya.
Bet et al. (Mon,) studied this question.