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      FooDia-Net. A technology platform for nutrition education and active people involvement in the prevention of diabetes mellitus: results from the first field trial

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          Abstract

          Introduction: Type 2 diabetes mellitus (DM) is one of the most widespread chronic diseases in the world and, by its nature, it affects several disciplines. Patients often appear unaware and lacking an adequate lifestyle and appropriate nutritional education to prevent its aggravation. Consequently, it appears essential to promote educational initiatives aimed at helping patients diagnosed with type 2 DM to contain the disease progress. FooDia-Net is a project financed by the Ministry of Health which took place between 2017 and 2020 in 5 Italian regions, aimed at experimenting an innovative operating model of multiprofessional and cross-disciplinary management in the prevention of type 2 DM. Method: The FooDia-Net protocol was tested through a pilot project which enabled the evaluation food literacy levels and patient engagement through the administration of pre- and post-performance self-assessment questionnaires to evaluate the educational exercises proposed to the panel. Results: Out of 166 eligible patients, 38 completed the protocol (23%); results show a significant improvement in the levels of food literacy and, from the engagement point of view, despite not being significant statistically, good improvements were registered. Discussion and conclusion: Results were encouraging with regards to the multidisciplinary management of patients with type 2 diabetes. The FooDia-Net platform ensured continuity of care and emotional support for patients remotely.

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          Defining food literacy and its components.

          Food literacy has emerged as a term to describe the everyday practicalities associated with healthy eating. The term is increasingly used in policy, practice, research and by the public; however, there is no shared understanding of its meaning. The purpose of this research was to develop a definition of food literacy which was informed by the identification of its components. This was considered from two perspectives: that of food experts which aimed to reflect the intention of existing policy and investment, and that of individuals, who could be considered experts in the everyday practicalities of food provisioning and consumption. Given that food literacy is likely to be highly contextual, this second study focused on disadvantaged young people living in an urban area who were responsible for feeding themselves. The Expert Study used a Delphi methodology (round one n=43). The Young People's Study used semi-structured, life-course interviews (n=37). Constructivist Grounded Theory was used to analyse results. This included constant comparison of data within and between studies. From this, eleven components of food literacy were identified which fell into the domains of: planning and management; selection; preparation; and eating. These were used to develop a definition for the term "food literacy". Copyright © 2014 Elsevier Ltd. All rights reserved.
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            Patient engagement--what works?

            The recent focus on patient engagement acknowledges that patients have an important role to play in their own health care. This includes reading, understanding and acting on health information (health literacy), working together with clinicians to select appropriate treatments or management options (shared decision making), and providing feedback on health care processes and outcomes (quality improvement). Various interventions designed to help patients play an effective role have been evaluated in trials and systematic reviews. This article outlines the evidence in support of the most promising interventions.
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              From patient education to patient engagement: implications for the field of patient education.

              Advances in health care require that individuals participate knowledgeably and actively in their health care to realize its full benefit. Implications of these changes for the behavior of individuals and for the practice of patient education are described. An "engagement behavior framework" (EBF) was compiled from literature reviews and key informant interviews. To assess the focus of research and interventions on the identified engagement behaviors, the EBF was used to code scientific sessions in professional conferences relevant to patient education in the US in 2006-2007. Many specific behaviors constitute engagement. Professional conferences on patient education show only modest attention to the full range of relevant behaviors. People must make informed choices about insurance and clinicians, coordinate communications among providers and manage complex treatments on their own. Not doing so risks preventable illness, suboptimal outcomes and wasted resources. Increased responsibilities of individuals, sick and well, to find and actively participate in high quality health care provides an opportunity for patient education researchers and clinicians to improve health outcomes by developing innovative strategies to support all individuals to effectively participate in their care to the extent possible. Copyright 2010 Elsevier Ireland Ltd. All rights reserved.
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                Author and article information

                Contributors
                (View ORCID Profile)
                (View ORCID Profile)
                Journal
                AboutOpen
                abtpn
                Aboutscience Srl
                2465-2628
                January 16 2023
                February 15 2023
                : 10
                : 27-33
                Article
                10.33393/ao.2023.2338
                d64f6eb5-738f-4a74-b65e-dc817ca1a0cd
                © 2023

                https://creativecommons.org/licenses/by-nc/4.0

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