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The Diabetes Educator
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RESEARCH UPDATE

Choosing and Using Theories in Diabetes Education Research

Robert M. Anderson, EdD, Martha M. Funnell, MS, RN, CDE and Cheri Ann Hernandez, PhD, RN, CDE

From the Department of Medical Education (Dr Anderson) and Michigan Diabetes Research and Training Center (Ms Funnell), University of Michigan Medical School, Ann Arbor, and the Faculty of Nursing, University of Windsor, Ontario, Canada (Dr Hernandez).

Correspondence to Robert M. Anderson, EdD, Department of Medical Education, University of Michigan Medical School, Ann Arbor, MI 48109-0201 (boba{at}umich.edu).

Diabetes educators use theories all the time, even if they are not aware of it. To teach, one must have some assumptions about how people learn and what constitutes effective teaching. The purpose of this article is to help diabetes educators interested in research and evaluation choose appropriate theories. The article will review the 4 purposes of theories, that is, description, explanation, prediction, and control, as well as the degree to which a theory has been articulated and elaborated. The importance of a theory's personal resonance, its explanatory power, and its utility will also be examined. The article will also review how to use 1 or more theories at each stage of a research or evaluation project.

The Diabetes Educator, Vol. 31, No. 4, 513-520 (2005)
DOI: 10.1177/0145721705278947
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This article has been cited by other articles:


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 The Diabetes EducatorHome page
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The Diabetes Educator, March 1, 2008; 34(2): 201 - 216.
[Abstract] [Full Text] [PDF]


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