Abstract

Problem: There is a gap in understanding the culturally specific barriers affecting diabetes education knowledge (DEK) among Black women with Diabetes Mellitus (DM). This study explores the barriers and facilitators to improving education retention from the perspectives of diabetes mellitus educators and health care providers.

Theoretical Framework: The Campinha-Bacote Model (CBM) was utilized to identify the facilitators and barriers of Black women with DM.

Design: An exploratory sequential mixed method was used to identify barriers and facilitators of DEK among Black women. A sample of six Black diabetes experts participated in the qualitative study, and seven professionals participated in rounds one and two of the quantitative study.

Findings: Findings indicated general barriers and culturally specific facilities were relevant among the integrated qualitative and quantitative data. Qualitative findings showed that Black DM educators focused on the personal experiences (time, trust of healthcare professionals (HCPs), and taking care of others) of Black women that cause adversities in DEK. Quantitative findings showed that general barriers are identified as more relevant than culturally related barriers. The attained I-CVI of 0.792 is acceptable for newly created instruments, and future work will encompass item refinement and additional testing.

Summary: The integration of the qualitative and quantitative findings advanced this study by identifying the relevant facilitators and barriers to improve DM education retention among Black women. Trust between the HCPs and Black women with DM increased with improvement in communication and education.

Date of publication

2026

Document Type

Dissertation

Language

english

Persistent identifier

http://hdl.handle.net/10950/5070

Degree

PhD in Nursing

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