t the traditional or medical model commonly used in providing education to diabetes patients focuses almost entirely on providing patients with information that will facilitate compliance with prescribed medical treatment. However, Strauss states that the notion that successful management of the disease is totally based on patient compliance is, at best, "naive" in that such a model ignores a host of psychosocial and psychoemotional factors that can and do contribute to effective management of the condition.
Indeed, there is literature that supports the ineffectiveness of the medical model of diabetes education. In this regard, Davis, Vander-Meer, Yarborough and Roth (1999) report that empirical research has repeatedly shown that the positive effects of compliance-oriented educational models are not long lasting. It is because of the association of the medical model with such poor outcomes that patient empowerment models have been developed.
The key components of empowerment models are succinctly stated by Arnold, Butler, Anderson, Funnell and Feste (1995) who state:
The traditional medical model often ignores the emotional, spiritual, social, and cognitive aspects of living with a chronic disease such as diabetes. Empowerment programs address these psychological areas by helping individuals develop skills and self-awareness in goal setting, problem-solving, stress management, coping, social support, and motivation. (p. 308)
In other words, empowerment models are holistic in that they seek to provide education that addresses a person's mind, body, and soul. The models postulate that without addressing the psychological, cognitive, emotional, social and spiritual issues that arise when a person has diabetes, any educational materials and activities provided to patients will not have a strong or a long-lasting impact in terms of getting patients to adapt to and adopt those behaviors that maximize their health status. The...