<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572016000100011</article-id>
<article-id pub-id-type="doi">10.1016/j.riem.2015.08.003</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Intervención educativa sobre el nivel de conocimientos en pacientes con diabetes y baja o nula escolaridad]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational intervention about knowledge level in patients with diabetes and low or no schooling]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López López]]></surname>
<given-names><![CDATA[Erika]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz Gress]]></surname>
<given-names><![CDATA[Alicia Arminda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Carbajal]]></surname>
<given-names><![CDATA[Mario Joaquín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Servicios de Salud de Hidalgo Coordinación Estatal de Investigación ]]></institution>
<addr-line><![CDATA[Pachuca Hidalgo]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>5</volume>
<numero>17</numero>
<fpage>11</fpage>
<lpage>16</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572016000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572016000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572016000100011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo Evaluar una intervención integral de educación en diabetes sobre el nivel de conocimientos en pacientes con dicha enfermedad.  Método Diseño cuasiexperimental con 17 pacientes diagnosticados de diabetes que refirieron ser analfabetos o contar con una educación básica y pertenecer a la comunidad Villa Aquiles Serdán, Pachuca, Hidalgo. Entre julio y diciembre de 2013, se aplicó una encuesta para identificar sexo, edad, escolaridad, ocupación, estado civil y tiempo de evolución, y solicitamos la medición de hemoglobina glucosilada. Los conocimientos sobre diabetes se midieron mediante el Diabetes Knowledge Questionnaire (pretest y postest). Se realizó estadística descriptiva y comparación de medias a través de la t de Student.  Resultados El 64.7% fueron mujeres; el 41.2% fueron amas de casa; respecto a la escolaridad, el 17.6% era analfabeta; la media de edad fue de 52.6 ± 5.8 años (rango 39-72). La media del tiempo con diabetes fue de 112.00 ± 59.1 meses (rango 1-180). El 88.2% no había tomado un curso previamente. El 58.8% no pertenecían a ningún grupo de ayuda mutua; para el resto, el promedio de tiempo en el grupo fue de 156 meses (rango 6-156). La intervención mostró diferencias estadísticamente significativas en el nivel de conocimientos en el 70.8% de los ítems: información básica (p &lt; 0.000), sobre el control (p &lt; 0.000) y complicaciones (p &lt; 0.000), y a nivel general (p &lt; 0.000). Respecto a los niveles de hemoglobina glucosilada, la media de la diferencia fue de 1.01 mg/dL ± 1.77 mg/dL (p = 0.053).  Conclusiones La intervención mostró cambios significativos en los niveles de conocimientos sobre información básica, el control y las complicaciones. Asimismo, en el promedio de conocimientos en general. La hemoglobina glucosilada no mostró diferencias estadísticamente significativas. Es importante continuar con intervenciones educativas integrales que incluyan aspectos nutricionales, psicológicos, médicos, farmacológicos y tener estrategias culturalmente competentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective Evaluate a comprehensive diabetes education intervention in relation to the level of knowledge in patients with diabetes.  Method Quasi-experimental design with 17 patients diagnosed with diabetes who reported being illiterate or have basic education and belong to the Villa Aquiles Serdan community, in Pachuca, Hidalgo. Between July and December 2013, a survey to identify sex, age, educational level, occupation, marital status and disease evolution was conducted. In addition, glycated hemoglobin measurement was requested. Diabetes knowledge was measured with the Diabetes Knowledge Questionnaire (pre-test and post-test). Descriptive statistics and comparison of means were performed using Student's t-test.  Results A percentage of 64.7 were women; 41.2% of whom were housewives; regarding level of education, 17.6% were illiterate; the mean age was 52.6 ± 5.8 years (range 39-72). The average time having diabetes was 112.00 ± 59.1 months (range 1-180). A 88.2% had not previously taken a course. A 58.8% did not belong to a mutual-help group; for the rest, the average time within the mutual-help group was 156 months (range 6-156). The intervention showed statistically significant differences in the knowledge level in 70.8% of the items: basic information (P &lt; 0.000), on the control (P &lt; 0.000) and complications (P &lt; 0.000), and the overall level (P &lt; 0.000). Regarding the levels of glycated hemoglobin, the mean difference was 1.01 mg/dL ± 1.77 mg/dL (P = 0.053)  Conclusions The intervention showed significant changes in the levels of knowledge in respect of basic information, control and complications. As well as in the overall knowledge average. Glycated hemoglobin showed no statistically significant differences. It is important to continue comprehensive educational interventions that include nutritional, psychological, medical, and pharmacological aspects, and have culturally competent strategies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Diabetes mellitus]]></kwd>
<kwd lng="es"><![CDATA[Nivel de conocimientos]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Diabetes mellitus]]></kwd>
<kwd lng="en"><![CDATA[Knowledge level]]></kwd>
<kwd lng="en"><![CDATA[México]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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