Cognitive performance associated with self-care activities in Mexican adults with type 2 diabetes.

Autor:	Compeán-Ortiz LG; The Universidad Autonoma de Tamaulipas School of Nursing, Tampico, Tamulipas, Mexico (Dr Compeán-Ortiz), Gallegos EC; Universidad Autonoma de Nuevo Leon (UANL) School of Nursing, Doctoral Program Department, Monterrey, Nuevo Leon, Mexico (Dr Gallegos), Gonzalez-Gonzalez JG; UANL School of Medicine, “Dr. José Eleuterio Gonzalez” University Hospital, Monterrey, Nuevo Leon, Mexico (Dr Gonzalez-Gonzalez), Gomez-Meza MV; UANL School of Economics, Statistics Center, Monterrey, Nuevo Leon, Mexico (Dr Gomez-Meza), Therrien B; University of Michigan School of Nursing, Center for Enhancement and Restoration of Cognitive Function, Ann Arbor, Michigan (Dr Therrien), Salazar BC; UANL School of Nursing, Associate Dean of Research, Monterrey, Nuevo Leon, Mexico (Dr Salazar)
Jazyk:	angličtina
Zdroj:	The Diabetes educator [Diabetes Educ] 2010 Mar-Apr; Vol. 36 (2), pp. 268-75. Date of Electronic Publication: 2010 Feb 23.
DOI:	10.1177/0145721710361783
Abstrakt:	Purpose: The purpose of this study was to determine the effect of memory-learning on self-care activities in adults with type 2 diabetes moderated by previous education/understanding in diabetes and to explore the explicative capacity of age, gender, schooling, diabetes duration, and glycemic control in memory-learning. Methods: A descriptive correlational study was conducted in a randomized sample of 105 Mexican adult patients with type 2 diabetes at a community-based outpatient clinic. Evaluation measures included the Wechsler Memory Scale for memory-learning; 2 questionnaires for self-care activities and previous education/understanding in diabetes, respectively; and glycosylated hemoglobin for glycemic control. Multiple linear regression analysis was used to examine the effect of memory-learning on self-care activities and the moderator capacity of previous education/understanding on diabetes. Multivariate analysis was used to identify the capacity of age, schooling, diabetes duration, and glycemic control in memory-learning types. Results: A significant positive effect of memory-learning on self-care activities was found. Education/understanding in diabetes moderated the relationship between immediate and delayed memory-learning and self-care in glucose monitoring and diet. Gender, schooling, and the gender-glycemic control interaction explained memory-learning performance. Conclusions: Immediate and delayed verbal and visual memory-learning were important for the patient to carry out self-care activities, and this relationship can be moderated by previous education/understanding in diabetes. These findings suggest potential benefits in emphasizing cognitive strategies to promote relearning of self-care behaviors in persons who live with diabetes.
Databáze:	MEDLINE
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