Effectiveness of educational interventions for adults living with Type 2 Diabetes Mellitus in Nigeria: A systematic review of original research

Abstract

Background: Educational interventions have been recognized as an effective strategy for improving diabetes management outcomes, but their effectiveness in the Nigerian context has not been systematically reviewed. This systematic review evaluates the effectiveness of educational interventions for adults with T2DM in Nigeria, focusing on clinical, behavioral, and psychosocial outcomes. It also highlights the cultural relevance, barriers, and facilitators of these interventions.

Main Body: A comprehensive search of databases, including PubMed, Scopus, Cochrane, and Google Scholar, identified 591 studies, of which 14 met the inclusion criteria. Data extraction focused on intervention type, outcomes, and study quality, assessed using the Critical Appraisal Skills Programme (CASP) checklist. Outcomes were synthesized into thematic categories and analyzed for common trends. Educational interventions significantly improved glycemic control, with a mean HbA1c reduction of 1.3% (SD: 0.14%). Behavioral outcomes such as medication adherence improved by an average of 23.5% (SD: 2.1%), while psychosocial outcomes, including quality of life, showed a 15% improvement. Culturally tailored programs using local languages, family involvement, and community-based models were particularly effective. Barriers included resource constraints and literacy challenges, while facilitators involved community health workers and familial support.

Conclusion: Educational interventions are effective in improving diabetes outcomes in Nigeria, particularly when adapted to the local context. Policymakers should prioritize these interventions in healthcare strategies, and future research should focus on scaling and sustaining their impact.