The thesis entitled “An Instructional Model of Rhythmic Meditation for the Enhancement on Glycemic Control among Persons with Diabetes” consists of 3 objectives as: 1) to study health behaviors on glycemic control in patients with diabetes, 2) to create an instructional model of rhythmic meditation for enhancing glycemic control among patients with diabetes, 3) to compare health behaviors on glycemic control on patients with diabetes who got the treatment by using the instructional model of rhythmic meditation with diabetes patients who got the treatment by using the conventional nursing model, and 4) to study the diabetes patients satisfactions toward the rhythmic meditation model. This study applied the process of the research and development (R&D) based on the mixed methodology, including 4 stages. The first stage was the quantitative research that studied the diabetes patients’ problems with the type II diabetes patients’ samples. There were 297 patients to receive their treatments at diabetes clinic, Li hospital, in 2560. The second stage was to create an instructional model of rhythmic meditation for enhancing on glycemic control among patients with diabetes. The next stage was trying to use an instructional model of rhythmic meditation for the enhancing on glycemic control through the true experimental design. The glycemic measurement included the pretest and the posttest on the samples that were designed as the random selected group of 60 patients. The samples had 2 groups including the experimental group that had 30 patients, and the controlled group that also had 30 patients. The instrument had 4 types as of (1) an instructional model of rhythmic meditation for enhancing on glycemic control, (2) a conventional nursing model, (3) a glycemic control behavior assessment, and (4) a satisfaction interview form among the patients with diabetes towards an instructional model of rhythmic meditation. The last stage was to improve the instructional rhythmic meditation model of the experimental results.
First of all, the results revealed that the behaviors results of the glycemic control on patients with diabetes were:1) the diet-controlled behaviors as of the moderated level, 2) the exercise behaviors as of the very little level, 3) the drug-used behaviors as of the extremely level, and 4) to health care behaviors as of the little level.
Second, the instructional model of rhythmic meditation for enhancing glycemic control among patients with diabetes included 6 components. First of all was the principle model, which was mainly focused on the activities that enhanced the right behavior knowledge. Second, the goals and the objectives model was to enhance the glycemic control behavior. Third was the content model that included the mindfulness of the diabetes knowledge and the related behavior theories. Fourth was the procedure model that related to the self-efficacy, the modeling, the verbal persuasion, the outcome expectation, and the PROMISE model. Fifth was the media and learning resources model that included posters, vcd., and hospitals. The last was the evaluation and effectiveness model that applied the self-evaluation and the activity leader evaluation. The instructional model had the effective format as of E1/E2=83.92/85.87.
Third, the comparative behaviors on glycemic control after received the instructional model had the glycemic control behaviors on patients with diabetes’ score higher than the conventional nursing model significantly. The higher score was 0.01level in which corresponded to the hypothesis.
The last, the patients with diabetes satisfactions toward the instructional rhythmic meditation model of the experimental group were found that they got the instructional rhythmic meditation model satisfactions’ scores as of the highest level (=4.87). When dividing the patients with diabetes individually, the scores of their satisfactions toward the instructional rhythmic meditation model were at the highest levels in all aspects. The scores ranged average from high to low. They were the activities in the practices (=4.92), the atmosphere in the classroom (=4.90), the duration of the mindfulness practice (=4.90), and the evaluation of the course (=4.78).
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