Patient preference and adherence · 2026
Cognitive and Behavioral Transformation in Type 2 Diabetes Through a Self-Efficacy-Focused Structured Education Program: A Descriptive Qualitative Study.
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Jiang Xinjun, Jiang Hua, Tang Rongsong, Li Mingzi
Аннотация
PURPOSE: To explore how adults with type 2 diabetes perceived and sustained self-management 12 months after completing a Self-Efficacy-Focused Structured Education Program (SSEP).
METHODS: A descriptive qualitative design was employed. Seventeen participants from a multicenter randomized controlled trial in China completed in-depth, semi-structured interviews. Data were analyzed using Braun and Clarke's reflexive thematic analysis with NVivo 11.
RESULTS: Five researcher-constructed themes were identified: (1) restructuring of diabetes cognition, (2) enhancement of self-efficacy, (3) reshaping of mindset through learning, (4) reconstruction and internalization of behaviors, and (5) factors influencing behavioral persistence. Participants experienced a cognitive-behavioral transformation in which reflective learning facilitated sustained behavioral change.
CONCLUSION: The findings reveal a dual-process mechanism: reflective System 2 learning evolved into automatic System 1 habits supported by heuristic tools. Integrating contextual cues, visual prompts, and mobile-based nudges into future SSEP delivery may enhance habit formation and long-term adherence. Combining reflective training with ongoing family and community support could further strengthen diabetes self-management behaviors sustainability.
METHODS: A descriptive qualitative design was employed. Seventeen participants from a multicenter randomized controlled trial in China completed in-depth, semi-structured interviews. Data were analyzed using Braun and Clarke's reflexive thematic analysis with NVivo 11.
RESULTS: Five researcher-constructed themes were identified: (1) restructuring of diabetes cognition, (2) enhancement of self-efficacy, (3) reshaping of mindset through learning, (4) reconstruction and internalization of behaviors, and (5) factors influencing behavioral persistence. Participants experienced a cognitive-behavioral transformation in which reflective learning facilitated sustained behavioral change.
CONCLUSION: The findings reveal a dual-process mechanism: reflective System 2 learning evolved into automatic System 1 habits supported by heuristic tools. Integrating contextual cues, visual prompts, and mobile-based nudges into future SSEP delivery may enhance habit formation and long-term adherence. Combining reflective training with ongoing family and community support could further strengthen diabetes self-management behaviors sustainability.