Using virtual education to improve self-efficacy in adults with type 2 diabetes

Objective: To evaluate the effect of an 8-week virtual diabetes self-management education and support (DSMES) program on self-efficacy among adults with type 2 diabetes living in rural South Carolina.
Methods: A quasi-experimental, single-group pre-test/post-test design was used. Twenty-five adults were recruited through convenience sampling at a Federally Qualified Health Center; 20 participants completed the intervention and both assessments. The intervention consisted of weekly virtual DSMES educational modules delivered over 8 weeks, supplemented by follow-up telephone calls and email communication. Diabetes-related self-efficacy was measured before and after the intervention using the 8-item Diabetes Empowerment Scale–Short Form (DES-SF). A Wilcoxon signed-rank test was used to evaluate paired pre-test and post-test total scores. 
Results: Post-intervention median DES-SF responses were higher than pre-intervention responses across all eight items. The Wilcoxon signed-rank test demonstrated a statistically significant improvement in diabetes-related self-efficacy following the 8-week virtual DSMES intervention (p < .05).
Conclusions: Findings support the feasibility of virtual DSMES as an accessible approach to increasing diabetes-related self-efficacy among adults with type 2 diabetes in rural settings. Larger studies with longer follow-up and direct measurement of self-management behaviors are needed.