Browsing by Author "ALISHAQ, ZEINAB DAHIR AWAD"

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    The Impact of Diabetes Educational Interventions on Nurses’ Knowledge of In-Patient Diabetes Management in Hospitals in Abu Dhabi & Dubai
    (The British University in Dubai (BUiD), 2018-08) ALISHAQ, ZEINAB DAHIR AWAD
    ABSTRACT Diabetes rate is increasing worldwide which is associated with health and economic issues. The current study has addressed ways to design and implement educational intervention in general hospitals in UAE. Potential challenges and project feasibility criteria have also been determined for better project initiation and further implementation (Bindon, 2017). Danat-al-Emirate and al-Jalila children hospitals have been considered for this paper and Quasi-experimental design research approach has been presented. The Diabetes Knowledge Test (DKT) has been used for the pre-test/post-test reasoning. Benner’s Novice to Expert Theory to describe competency levels related to nursing experience and Knowles’s Adult Learning Theory to describe adult educational assumptions have been discussed to develop a successful intervention program. Quantitative and qualitative data analyses were performed to find results validity. Quantitative data determined their learning level while qualitative analyses determined their view, concerns and feedback and future requirements. Nurses freely expressed their opinions and views regarding the training program. The current study revealed that there was less diabetes awareness among the population but they had positive perspectives in relation to the significance of DM quality (Poutiainen et al., 2016). Programs for patients and nurses DM awareness were found compulsory in the UAE to increase their level of understanding, management, and compliance to enable them to avoid disease complications. The study determined that nurses’ knowledge of diabetes management improved after attending these training sessions. About 95 % of nurses agreed that educational intervention had positive effects on their learning and expertise (Deeb et al., 2017).