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Learning Objective 1: The learner will be able to know how to use the health educational handbook to instruct the diabetic inpatients.
Learning Objective 2: The learner will be able to know the instructional effect of the health educational handbook on the cognition, attitude, and behavior of diabetic inpatients.
behavior after the individualized intervention with heath educational hand book by nursing staff.
Methods: Convenient sampling, descriptive and inferential designs were adopted. A total of 127 qualified inpatients were
recruited in a district teaching hospital. According to the literature and clinical experience, we developed a structural
questionary, in 5-point Likert scale format, directed to disease knowledge, attitude and self-care behavior. Pre-tests were
performed on the 2nd day after admission. Post-tests were done on the day of discharge (cognition & attitude), and
1month later (behavior). Data analysis included descriptive statistics and inferential statistics (pair t test, ANOVA, the
pearson correlation, linear regression, Chi square test, and Mc Nemar’s test).
Results: After the health educational intervention, the mean scores in post-test regarding cognition & behavior were
significantly higher than those in pre-tests by 2 & 1.9 points, respectively (p<0.001). The mean score of attitudes was also
improved, though without statistical significance. The mean score of cognition was positively correlated with that of
attitude in post-test (r=0.3, p<0.001).
Conclusion: Our research shows the importance of individualized nursing intervention with health educational
handbook. With these procedures, we can enhance inpatients’ disease knowledge, improve their altitudes of self-care;
furthermore, help them practice well in the daily life.
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