Effect of structured education program on physiological and psychosocial outcomes in type 2 diabetes patients:A randomized controlled trial

Objective:This study was conducted to compare the effect of structured education program versus traditional diabetes education on insulin injection technique as well as physiologically and psychosocially related outcomes in adults with Type 2 diabetes.Materials and Methods:This study was a randomized controlled trial.Totally,71 Type 2 diabetes patients of using the insulin pen were enrolled and randomly divided into the intervention group(n=36)and the control group(n=35)according to random number table method.Patients in the intervention group received structured education program,while patients in the control group received traditional diabetes education.The levels of glycosylated hemoglobin(HbA1c),blood glucose,and lipids were monitored before and 3 months after intervention,and the insulin injection techniques,diabetes distress,and diabetes self-management skills between groups were assessed after 3 months.Results:Finally,65 participants(intervention group:n=33,control group:n=32)finished the study.After the intervention,HbA1c was lower(7.42±0.80 vs.8.35±1.40,P=0.002),fasting blood glucose(FBG)was lower(7.27±1.06 vs.9.40±3.16,P<0.001),and postprandial blood glucose(PBG)was lower(10.33±2.20 vs.12.77±4.94,P=0.012)in the intervention group than in the control group.No statistically significance was identified between the two groups in scores of Diabetes Distress Scale and summary of diabetes self-care activities.Conclusion:Patients with Type 2 diabetes received structured education program,with greater improvements achieved in HbA1c,FBG,PBG,and measures about insulin injection techniques compared to the traditional education group,but there was no significant difference in diabetes distress or self-management behavior between groups.

Development of educational attainment and gender equality in China:new evidence from the 7th National Census

This paper discusses the status and changes in educational attainment and gender inequality in education for the Chinese population based on the data from the 7th National Census of China and previous censuses since 1982.The results indicate that gender inequality in education has lessened while educational attainment has improved.However,it is necessary to continue to eradicate illiteracy in the West,further promote compulsory education rates,increase the advancement rate to high school,and reduce the urban-rural gap in education to further develop education.This paper indicates that the increased educational opportunities for women combined with their relatively superior academic abilities have resulted in a new reversed gender inequality in that males are at a disadvantage,especially in higher education.The fact that women have benefited more from the expansion of higher education than men have was an unintended consequence of China's one-child fertility policy since the family resources are less diluted by fewer children in a household and daughters are regarded as long-term family members.This paper further reveals that although women outperform men at every level of the educational system,they often voluntarily withdraw from pursuing doctoral degrees due to the increasing pressure as they age and age discrimination which drives them to enter marriage and the labor market earlier than men do.