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Type 2 Diabetes Education and Support in a Virtual Environment: A Secondary Analysis of Synchronously Exchanged Social Interaction and Support

BACKGROUND: Virtual environments (VEs) facilitate interaction and support among individuals with chronic illness, yet the characteristics of these VE interactions remain unknown. OBJECTIVE: The objective of this study was to describe social interaction and support among individuals with type 2 diabe...

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Autores principales: Lewinski, Allison A, Anderson, Ruth A, Vorderstrasse, Allison A, Fisher, Edwin B, Pan, Wei, Johnson, Constance M
Formato: Online Artículo Texto
Lenguaje:English
Publicado: JMIR Publications 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5842323/
https://www.ncbi.nlm.nih.gov/pubmed/29467118
http://dx.doi.org/10.2196/jmir.9390
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author Lewinski, Allison A
Anderson, Ruth A
Vorderstrasse, Allison A
Fisher, Edwin B
Pan, Wei
Johnson, Constance M
author_facet Lewinski, Allison A
Anderson, Ruth A
Vorderstrasse, Allison A
Fisher, Edwin B
Pan, Wei
Johnson, Constance M
author_sort Lewinski, Allison A
collection PubMed
description BACKGROUND: Virtual environments (VEs) facilitate interaction and support among individuals with chronic illness, yet the characteristics of these VE interactions remain unknown. OBJECTIVE: The objective of this study was to describe social interaction and support among individuals with type 2 diabetes (T2D) who interacted in a VE. METHODS: Data included VE-mediated synchronous conversations and text-chat and asynchronous emails and discussion board posts from a study that facilitated interaction among individuals with T2D and diabetes educators (N=24) in 2 types of sessions: education and support. RESULTS: VE interactions consisted of communication techniques (how individuals interact in the VE), expressions of self-management (T2D-related topics), depth (personalization of topics), and breadth (number of topics discussed). Individuals exchanged support more often in the education (723/1170, 61.79%) than in the support (406/1170, 34.70%) sessions or outside session time (41/1170, 3.50%). Of all support exchanges, 535/1170 (45.73%) were informational, 377/1170 (32.22%) were emotional, 217/1170 (18.55%) were appraisal, and 41/1170 (3.50%) were instrumental. When comparing session types, education sessions predominately provided informational support (357/723, 49.4%), and the support sessions predominately provided emotional (159/406, 39.2%) and informational (159/406, 39.2%) support. CONCLUSIONS: VE-mediated interactions resemble those in face-to-face environments, as individuals in VEs engage in bidirectional exchanges with others to obtain self-management education and support. Similar to face-to-face environments, individuals in the VE revealed personal information, sought information, and exchanged support during the moderated education sessions and unstructured support sessions. With this versatility, VEs are able to contribute substantially to support for those with diabetes and, very likely, other chronic diseases.
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spelling pubmed-58423232018-03-09 Type 2 Diabetes Education and Support in a Virtual Environment: A Secondary Analysis of Synchronously Exchanged Social Interaction and Support Lewinski, Allison A Anderson, Ruth A Vorderstrasse, Allison A Fisher, Edwin B Pan, Wei Johnson, Constance M J Med Internet Res Original Paper BACKGROUND: Virtual environments (VEs) facilitate interaction and support among individuals with chronic illness, yet the characteristics of these VE interactions remain unknown. OBJECTIVE: The objective of this study was to describe social interaction and support among individuals with type 2 diabetes (T2D) who interacted in a VE. METHODS: Data included VE-mediated synchronous conversations and text-chat and asynchronous emails and discussion board posts from a study that facilitated interaction among individuals with T2D and diabetes educators (N=24) in 2 types of sessions: education and support. RESULTS: VE interactions consisted of communication techniques (how individuals interact in the VE), expressions of self-management (T2D-related topics), depth (personalization of topics), and breadth (number of topics discussed). Individuals exchanged support more often in the education (723/1170, 61.79%) than in the support (406/1170, 34.70%) sessions or outside session time (41/1170, 3.50%). Of all support exchanges, 535/1170 (45.73%) were informational, 377/1170 (32.22%) were emotional, 217/1170 (18.55%) were appraisal, and 41/1170 (3.50%) were instrumental. When comparing session types, education sessions predominately provided informational support (357/723, 49.4%), and the support sessions predominately provided emotional (159/406, 39.2%) and informational (159/406, 39.2%) support. CONCLUSIONS: VE-mediated interactions resemble those in face-to-face environments, as individuals in VEs engage in bidirectional exchanges with others to obtain self-management education and support. Similar to face-to-face environments, individuals in the VE revealed personal information, sought information, and exchanged support during the moderated education sessions and unstructured support sessions. With this versatility, VEs are able to contribute substantially to support for those with diabetes and, very likely, other chronic diseases. JMIR Publications 2018-02-21 /pmc/articles/PMC5842323/ /pubmed/29467118 http://dx.doi.org/10.2196/jmir.9390 Text en ©Allison A Lewinski, Ruth A Anderson, Allison A Vorderstrasse, Edwin B Fisher, Wei Pan, Constance M Johnson. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 21.02.2018. https://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on http://www.jmir.org/, as well as this copyright and license information must be included.
spellingShingle Original Paper
Lewinski, Allison A
Anderson, Ruth A
Vorderstrasse, Allison A
Fisher, Edwin B
Pan, Wei
Johnson, Constance M
Type 2 Diabetes Education and Support in a Virtual Environment: A Secondary Analysis of Synchronously Exchanged Social Interaction and Support
title Type 2 Diabetes Education and Support in a Virtual Environment: A Secondary Analysis of Synchronously Exchanged Social Interaction and Support
title_full Type 2 Diabetes Education and Support in a Virtual Environment: A Secondary Analysis of Synchronously Exchanged Social Interaction and Support
title_fullStr Type 2 Diabetes Education and Support in a Virtual Environment: A Secondary Analysis of Synchronously Exchanged Social Interaction and Support
title_full_unstemmed Type 2 Diabetes Education and Support in a Virtual Environment: A Secondary Analysis of Synchronously Exchanged Social Interaction and Support
title_short Type 2 Diabetes Education and Support in a Virtual Environment: A Secondary Analysis of Synchronously Exchanged Social Interaction and Support
title_sort type 2 diabetes education and support in a virtual environment: a secondary analysis of synchronously exchanged social interaction and support
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5842323/
https://www.ncbi.nlm.nih.gov/pubmed/29467118
http://dx.doi.org/10.2196/jmir.9390
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