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dc.contributor.advisorEKİCİ ÇAĞLAR, GAMZE
dc.contributor.authorBAHADIR AĞCE, ZEYNEP
dc.date.accessioned2018-04-04T05:38:05Z
dc.date.available2018-04-04T05:38:05Z
dc.date.issued2018-04
dc.date.submitted2018-03-07
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Turkish Journal of Endocrinology & Metabolism. 2014;18(2).tr_TR
dc.identifier.urihttp://hdl.handle.net/11655/4437
dc.description.abstractIndividuals with type 2 diabetes need to develop healthy lifestyle habits for blood glucose control and individuals should maintain regular self-management behaviors However, the individuals have problems to participated in the life and maintenance of these behaviors. Problem-solving education support individuals to get healthy habits. This study was performed to investigate the effects of the problem-solving training applied with meaningful activities for individuals activity performance, routines and habits, problem-solving style, psychosocial self-efficacy, well-being, and emotional stress areas in type 2 diabates individuals. This study included 67 individuals volunteers of type 2 diabetes in total. Participants were divided into randomization method intervention (n = 33) and control (n = 34) group. The Physical and Sociodemographic Characteristics, activity performance problems with Canadian Occupational Performance Measure, typical days with Time Geography Diary styles to cope with problems with Brief COPE, psychosocial self-efficacy with Diabetes Empowerment Scale, well-being with World Health Organization-5 Well Being İndex, information on the areas of emotional stress with Problem Areas in Diabetes Questionnaire were recorded for each participant. The intervention is scheduled as a total of 6 modules, with 6 weeks and at least 1. session per week. 1, 2 and 6. modules has the standard programme, modules 3, 4 and 5. are arranged to the needs of the individual. The intervention and control group were evaluated before, after, and after intervention for 3 months and the data obtained were compared with each other. The results show that individuals with type 2 diabetes increased their typical day-to-day diabetes self-management activity after the intervention, in addition to the problematic areas of performance, problems with coping style, psychosocial self-efficacy and well-being (p<0,05). There was no difference in the areas of emotional stress between the groups with progress for both groups. It has been found that diabetic individuals encounter different problems when adapted diabetes self-management activities and maintenance of life, and these are influenced self-management behaviors of the individual. For this reason, programs that diabetic persons are supported with occupational therapy points of view are needed to adapt healthy therapeutic behaviors to routine and habits.tr_TR
dc.description.tableofcontentsİÇİNDEKİLER ONAY SAYFASI iii YAYIMLAMA VE FİKRİ MÜLKİYET HAKLARI BEYANI iv ETİK BEYAN SAYFASI v TEŞEKKÜR vi ÖZET vii ABSTRACT viii İÇİNDEKİLER ix SİMGELER ve KISALTMALAR xii ŞEKİLLER xiv TABLOLAR xv 1. GİRİŞ 1 2. GENEL BİLGİLER 5 2.1. Diyabet 5 2.1.1. Diyabet Tanımı 5 2.1.2. Diyabetin Tipleri 5 2.1.3. Diyabetin Prevalansı 5 2.1.4. Diyabet Komplikasyonları 6 2.1.5. Diyabetin Bireyin Hayatındaki Etkileri 6 2.2. Diyabette Tedavi Yaklaşımları 7 2.3. Diyabet ve Kişi Çevre Aktivite Modeli 10 2.3.1. Kişi 10 2.3.2. Çevre 11 2.3.3. Aktivite 13 2.3.4. Aktivite Performansı 14 2.4. Sağlık Davranışında Öz Düzenleme 2.5. Diyabet ve Davranış Değişikliği Geliştirmeye Yönelik Modeller 15 2.5.1. Motivasyonel Model 16 2.5.2. Davranışsal Sahneleme Modeli 16 2.5.3. Çok Aşamalı Model 16 2.6. Diyabette Ergoterapi ve Davranış Değişikliği 19 2.7. Problem Çözme Eğitimi 22 2.8. Diyabette Problem Çözme Becerisi 25 3. GEREÇ VE YÖNTEM 27 3.1. Bireyler 27 3.2. Yöntem 3.3. Değerlendirme 28 3.3.1. Diyabetli Bireylerin Demografik Özellikleri 29 3.3.2. Diyabetli Bireylerin Aktivite Performans Seviyesi Değerlendirmesi 29 3.3.3. Diyabetli Bireylerin Tipik Gün Değerlendirmesi 30 3.3.4. Diyabetli Bireylerin Başa Çıkma Stillerinin Değerlendirmesi 30 3.3.5. Diyabetli Bireylerin Psikososyal Öz Yeterliliğinin Değerlendirmesi 31 3.3.6. Diyabetli Bireylerin İyilik Halinin Değerlendirmesi 32 3.3.7. Diyabetli Bireylerin Duygusal Stres Alanlarının Değerlendirmesi 32 3.4. Problem Çözme Eğitimi 33 3.5. İstatistiksel Analiz 34 4. BULGULAR 36 4.1. Bireylerin Cinsiyet Dağılımı 36 4.2. Bireylerin Fiziksel Özellik ve Yaş Dağılımı 36 4.3. Bireylerin Eğitim Durumu 37 4.4. Bireylerin Çalışma, Medeni Durum, Alkol, Sigara ve Ek İlaç Kullanımı 37 4.5. Bireylerin Hastalık Hikayesi 38 4.6. Bireylerin Aktivite Performans Seviyesi Değerlendirme Sonuçları 39 4.7. Bireylerin Tipik Gün Değerlendirme Sonuçları 43 4.8. Bireylerin Başa Çıkma Stillerinin Değerlendirme Sonuçları 44 4.9. Bireylerin Psikososyal Öz Yeterliliği Değerlendirme Sonuçları 50 4.10. Bireylerin İyilik Hali Değerlendirme Sonuçları 53 4.11. Bireylerin Duygusal Stres Alanları Değerlendirme Sonuçları 55 5. TARTIŞMA 57 6. SONUÇLAR VE ÖNERİLER 73 7. KAYNAKLAR 76 8. EKLER Ek 1. Etik Kurul Ek 2. Diyabet Demografik Bilgi Formu Ek 3. Kanada Aktivite Performans Ölçümü Ek 4. Zaman Coğrafya Günlüğü Ek 5. Cope Envanteri Ek 6. Diyabet Güçlendirme Ölçeği Ek 7. DSÖ-5 9. ÖZGEÇMİŞtr_TR
dc.language.isoturtr_TR
dc.publisherSağlık Bilimleri Enstitüsütr_TR
dc.rightsinfo:eu-repo/semantics/closedAccesstr_TR
dc.subjectDiabetes Mellitustr_TR
dc.subjectProblem Çözme
dc.subjectErgoterapi
dc.subjectSağlıklı Yaşam Tarzı
dc.subjectAktivite Performansı
dc.subjectÖz Yönetim
dc.subjectDiabetes Mellitus
dc.subjectProblem Solving
dc.subjectOccupational Therapy
dc.subjectHealthy Lifestyle
dc.subjectOccupational Performance
dc.subjectSelf-Management
dc.titleTip 2 Diyabetli Bireylerde Problem Çözme Eğitiminin Öz Yönetim Davranışlarına Etkisitr_TR
dc.typedoctoralThesistr_TR
dc.description.ozetTip 2 diyabetli bireylerin kan glikoz kontrolü için sağlıklı yaşam tarzı alışkanlıklarının geliştirilmesi ve düzenli olarak öz yönetim davranışlarını sürdürmesini gerekmektedir. Ancak bireyler bu davranışların hayata katılması ve sürdürülmesinde problem yaşamaktadır. Problem çözme eğitimi (PÇE), bireylerin sağlıklı alışkanlıklar edinmesini desteklemektedir. Bu çalışmada, tip 2 diyabetli bireylerde kişinin kendisi için anlamlı aktiviteler yoluyla uygulanan problem çözme eğitiminin aktivite performansı, rutinler ve alışkanlıklar, sorunlarla başa çıkma stilleri, psikososyal öz yeterlilik, iyilik hali ve duygusal stres alanları üzerine etkisi incelenmiştir. Çalışmaya tip 2 diyabetli 67 gönüllü birey dahil edilmiştir. Katılımcılar randomizasyon yöntemi ile müdahale (n=33) ve kontrol (n=34) grubu olarak ayrılmıştır. Her bir katılımcı için Fiziksel ve Sosyodemografik özellikler, Kanada Aktivite Performans Ölçümü ile aktivite performans problemleri, Zaman Coğrafya Günlüğü ile tipik günleri, Başa Çıkma Stilleri Ölçeği Kısa Form ile sorunlarla başa çıkma stilleri, Diyabet Güçlendirme Ölçeği ile psikososyal öz yeterliliği, Dünya Sağlık Örgütü-5 İyilik Hali Anketi ile iyilik hali ve Diyabette Sorunlu Alanlar Ölçeği ile diyabette duygusal stres alanlarına ait bilgiler kaydedilmiştir. Müdahale haftada en az 1 seans, 6 hafta olacak şekilde toplam 6 modül olarak planlanmıştır. 1, 2 ve 6. modül programı standart olup, 3, 4 ve 5. modüller ise bireyin ihtiyaçlarına göre düzenlenmiştir. Müdahale ve kontrol grubundan müdahale öncesi, sonrası ve müdahaleden 3 ay sonrasında elde edilen veriler karşılaştırılmıştır. Sonuçlara göre tip 2 diyabetli bireylerin müdahale sonrası tipik gündeki diyabet öz yönetim aktivite oranında artış, buna ilave olarak problem tanımlanan performans alanlarında, bazı sorunlarla başa çıkma stillerinde, psikososyal öz yeterliliğinde, iyilik hali ve yaşam kalitesinde gelişme görülmüştür (p<0,05). Diyabette duygusal stres alanlarında ise her iki grup için ilerleme kaydedilmiş gruplar arasında fark görülmemiştir. Bu çalışmaya katılan diyabetli bireylerin diyabet öz yönetim aktivitelerinin hayata entegrasyonunda ve sürdürülmesinde çeşitli problemlerle karşılaştığı ve bunların bireyin öz yönetim davranışlarını etkilediği, ergoterapi bakış açısı ile uygulanan PÇE’nin bireyleri desteklediği saptanmıştır. Bu nedenle diyabetli bireylerin sağlıklı terapatik davranışları rutin ve alışkanlıklar içerisine adapte etmek için ergoterapi bakış açısı ile desteklendiği programlara ihtiyaç vardır.tr_TR
dc.contributor.departmentErgoterapitr_TR
dc.contributor.authorID10186248tr_TR


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