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Table 1 Outline of the Walking Away programme

From: Walking away from type 2 diabetes: trial protocol of a cluster randomised controlled trial evaluating a structured education programme in those at high risk of developing type 2 diabetes

Module Main aims Example activity Theoretical underpinning Time weighting
Introduction Welcome/housekeeping    5 minutes
Patient Story ·Give participants a chance to share their knowledge and perceptions of being identified as ‘at risk’ of type 2 diabetes and highlight any concerns they may want the programme to address. ·Participants are asked to share their story, how they were diagnosed as being ‘at risk’ of developing type 2 diabetes and their current knowledge of being ‘at risk’ ·Common Sense Model [27] 25minutes
Professional story Use simple non-technical language, analogies, visual aids and open questions to provide participants with: ·Individuals are helped to plot their individual risk (fasting and 2 hour blood glucose levels, cholesterol and blood pressure levels - assessed at baseline) ·Common Sense Model [27] 35 minutes
    ·Dual Process Theory [32]  
  ·An overview of healthy glucose metabolism    
    ·Social Cognitive Theory [30]  
  ·The aetiology of diabetes    
  ·An overview of the macrovascular complications associated with being ‘at risk’ of type 2 diabetes.    
Risk story ·The meaning and assessment of risk in the context of developing type 2 diabetes ·Participants are supported to plot their own risk factors onto a risk chart to work out their individual risk areas. ·Dual Process Theory [32] 25 minutes
    ·Social Cognitive Theory [30]  
  ·Explore personal risk of developing type 2 diabetes    
Break Refreshments and informal discussion    10 minutes
Physical activity Use simple non-technical language, analogies, visual aids and open questions to help participants: ·Individuals are helped to plot their individual steps per day scores (assessed at baseline) ·Social Cognitive Theory [30] 55 minutes
    ·Implementation Intentions [31]  
  ·Identify how physical activity improves glucose control;    
  ·Understand the current physical activity recommendations ·Participants are provided with a physical activity diary and encouraged to set their first action plan.   
  ·Explore options for incorporating physical activity (primarily walking) into everyday life    
  ·Identify barriers to exercise    
  ·Form action plans    
  ·Use their provided physical activity diaries    
  ·Set personal goals (based on baseline pedometer counts)    
    ·Dual Process Theory [32]  
Diet ·Give participants an accurate understanding of the link between dietary macro-nutrients and metabolic dysfunction ·Participants are asked to group models of fats and oils into saturated, polyunsaturated and monounsaturated categories. ·Social Cognitive Theory [30] 20 minutes
    ·Dual Process Theory [32]  
Conclusion Questions and future care Sign-post to locally available groups/programmes   5 minutes