Module | Main aims | Example activity | Theoretical underpinning | Time weighting |
---|---|---|---|---|
Introduction | Welcome/housekeeping | Â | Â | 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 | Â | Â | 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 | Â | 5 minutes |