Emotional Well-Being and Glycemic Control in People with Diabetes After a Multidisciplinary Hybrid Education

TL;DR

A hybrid education program with glucose monitoring slightly improved blood sugar control and emotional well-being in adults with type 1 diabetes.

Contribution

This study demonstrates the effectiveness of a multidisciplinary hybrid education model with continuous glucose monitoring in improving glycemic and psychosocial outcomes in type 1 diabetes.

Findings

HbA1c modestly decreased in participants, especially those with higher baseline HbA1c.

Treatment satisfaction and hypoglycemia awareness improved significantly after the intervention.

Quality of life scores showed limited but statistically significant improvements in specific subscales.

Abstract

What are the main findings?
Multidisciplinary hybrid education with continuous glucose monitoring modestly improved HbA1c, especially in participants with baseline HbA1c > 8%, and older age plus higher initial HbA1c predicted a greater benefit.Diabetes-related quality of life, treatment satisfaction, and hypoglycemia awareness improved after the intervention.

Multidisciplinary hybrid education with continuous glucose monitoring modestly improved HbA1c, especially in participants with baseline HbA1c > 8%, and older age plus higher initial HbA1c predicted a greater benefit.

Diabetes-related quality of life, treatment satisfaction, and hypoglycemia awareness improved after the intervention.

What are the implications of the main findings?
A multidisciplinary hybrid education model integrated with continuous glucose monitoring is a feasible and effective strategy to enhance metabolic control and psychosocial outcomes in adults with type 1 diabetes.These findings support implementing similar programs in routine care and justify future randomized studies to confirm and extend these results.

A multidisciplinary hybrid education model integrated with continuous glucose monitoring is a feasible and effective strategy to enhance metabolic control and psychosocial outcomes in adults with type 1 diabetes.

These findings support implementing similar programs in routine care and justify future randomized studies to confirm and extend these results.

Background/Objectives: Multidisciplinary hybrid educational programs combined with continuous glucose monitoring may contribute to improved self-management in adults with type 1 diabetes mellitus (T1DM); however, real-world evidence remains limited. This study assessed the effects of an educational intervention integrated with continuous glucose monitoring on glycemic control and patient-reported outcomes in adults with T1DM. Methods: We conducted a single-group quasi-experimental study including 210 adults with T1DM from a public hospital. The nurse-led hybrid intervention consisted of a 2-h in-person group educational session followed by an individual telematic follow-up session. All participants used continuous glucose monitoring. The primary outcome was the change in HbA1c at 9 months. Secondary outcomes included continuous glucose monitoring metrics, diabetes-related quality of life, treatment satisfaction, and hypoglycemia awareness. Results: HbA1c showed a statistically significant but modest reduction from 7.70 ± 1.10% to 7.45 ± 0.91% following the intervention (p = 0.003). No statistically significant changes were observed in continuous glucose monitoring metrics, including time in range, time below and above range, mean glucose, glycemic variability, or sensor wear time. In terms of emotional well-being, treatment satisfaction increased significantly (8.17 ± 7.86 vs. 12.73 ± 5.49; p < 0.001), and the Clarke score showed a statistically significant but modest decrease (2.49 ± 1.90 vs. 2.12 ± 1.88; p = 0.017). Although the overall quality of life score did not change significantly, statistically significant differences were observed in several subscales, including satisfaction, impact, and diabetes-related concern. Conclusions: A multidisciplinary hybrid educational intervention integrated with continuous glucose monitoring was associated with modest improvements in HbA1c and statistically significant, though limited, enhancements in quality of life, treatment satisfaction, and hypoglycemia awareness in adults with T1DM. These findings suggest that similar educational models may have a supportive role in routine care.