Diabetes Self-Management Education and Support Models and Their Impact on Clinical and Psychosocial Outcomes: A Systematic Review
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Background
Diabetes self-management education and support (DSMES) is central to glycemic control and complication prevention. The aim of this review is to synthesize evidence from six selected studies on various DSMES models (collaborative/cultural, Kolb’s learning style– based, telemedicine, community or group-based interventions, and foot ulcer prevention training) and to situate these findings within the current literature (2020–2025).
Methods
The literature screening and reporting process followed PRISMA guidelines. Six articles analyzed were obtained from user-uploaded files (randomized controlled trials, experimental, and quasi-experimental studies). Data were systematically extracted, including methods, population, duration, and main outcomes. The discussion integrates evidence from 20 Scopus-indexed articles (2020–2025).
Results
All six studies demonstrated significant improvements in at least one outcome (self-care behavior, HbA1c, distress, or foot complication prevention) following DSMES interventions, although long-term effects varied. Culturally tailored programs, sustained support through telemedicine, and learning style–adapted approaches reported promising clinical and psychosocial outcomes.
Conclusion
Structured DSMES, particularly when personalized, culturally adapted, and supported by telehealth or continuous follow-up, is effective in improving self-care and several short-term clinical outcomes. Recommendations include standardization of core DSMES components, emphasis on regular follow-up, and long-term studies with larger sample sizes.
