Management of type 2 diabetes in New Zealand: a scoping review of interventions with measurable clinical outcomes.
Diabetes management
New Zealand
Scoping review
Type 2 diabetes
Journal
Public health
ISSN: 1476-5616
Titre abrégé: Public Health
Pays: Netherlands
ID NLM: 0376507
Informations de publication
Date de publication:
21 Jun 2024
21 Jun 2024
Historique:
received:
18
12
2023
revised:
28
04
2024
accepted:
15
05
2024
medline:
23
6
2024
pubmed:
23
6
2024
entrez:
22
6
2024
Statut:
aheadofprint
Résumé
This review aimed to assess the effectiveness of interventions for type 2 diabetes (T2D) management in New Zealand on clinical outcomes, and explore the factors impacting their feasibility and acceptability. Scoping review. Three databases (PubMed, Web of Science and Scopus) were searched between January 2000 and July 2023. Reference lists of included studies were hand searched to identify additional articles. The search yielded 550 publications, of which 11 were included in the final review. Most interventions (n = 10) focussed on education and seven were delivered by health professionals. Supporting factors for interventions included clinical/peer support (n = 8) and whānau (family) involvement (n = 6). Hindering factors included non-adherence (n = 4) and high drop-out (n = 4). Most studies reported modest improvement in HbA1c and weight at six months, but minimal change in HbA1c, weight, lipids, renal profile, and blood pressure by two years. Future interventions should involve culturally appropriate approaches to improve engagement and acceptability while addressing lifestyle and medication adherence for T2D management. T2D interventions not widely disseminated via academic channels need to be further identified.
Identifiants
pubmed: 38908052
pii: S0033-3506(24)00213-0
doi: 10.1016/j.puhe.2024.05.017
pii:
doi:
Types de publication
Journal Article
Review
Langues
eng
Sous-ensembles de citation
IM
Pagination
1-15Informations de copyright
Copyright © 2024 The Author(s). Published by Elsevier Ltd.. All rights reserved.