Patient explanations for non-attendance at structured diabetes education sessions for newly diagnosed Type 2 diabetes: a qualitative study

AimTo determine the reasons for non-attendance at structured education sessions among people with a recent diagnosis of Type 2 diabetes. MethodsThis was a qualitative study using semi-structured interviews to elicit the main themes explaining non-attendance. A thematic framework method was applied to analyse the data. People who had not attended structured education were recruited from a population cohort of newly diagnosed Type 2 diabetes from South London (the South London Diabetes cohort study), UK. ResultsA sample of 30 people was interviewed. Three main themes emerged from the qualitative data explaining non-attendance at structured education: (1) lack of information/perceived benefit of the programme (e.g. not being informed about the course by their health professional); (2) unmet personal preferences (e.g. parking, timing); and (3) shame and stigma of diabetes (e.g. not wishing to tell others of diabetes diagnosis). ConclusionThis is the first time that reasons for non-attendance have been explored in depth among people who have newly diagnosed Type 2 diabetes. Novel reasons identified included non-attendance because of shame and stigma of diabetes. To improve uptake at structured education we need to: consider how health professionals in primary care communicate with their patients on the subject of structured diabetes education; offer alternatives to the traditional group education format; and understand that diabetes is associated with health-related stigma, which may affect participation. What's new? <list list-type="bulleted" id="dme12556-list-0001"> This is the first time that reasons for non-attendance at structured education sessions have been explored in depth among people who have newly diagnosed Type 2 diabetes. Three themes explaining non-attendance were identified. The results of this study add an additional theme explaining non-attendance: shame and stigma of diabetes, e.g. not wanting to share diabetes diagnosis with other people. Improved uptake of structured education may involve: primary care health professionals discussing the benefits of structured diabetes education with their patients; offering alternatives to group education; and considering the impact that diabetes-related stigma has on participation.