Elements of nutrition education for people with diabetes in primary care: a scoping review.
TL;DR
The findings reinforce the centrality of culturally sensitive, interactive, and interdisciplinary educational approaches that consider the cultural, social, and emotional specificities of the population served, promoting the protagonism of individuals in the self-care process.
Abstract
Objective
To map the elements for the planning, implementation/engagement, and monitoring of nutrition education aimed at people with diabetes mellitus in Primary Health Care.
Method
A scoping review was conducted according to JBI guidelines. Searches were performed in databases (LILACS, BDENF, MEDLINE, Cochrane, Scopus, Web of Science, EMBASE) and grey literature sources (Google Scholar, BDTD/CAPES, Canadian-Theses-Portal, DiVA, RCAAP, OATD, WHO), with final tracking on May 4, 2025. Study selection was performed by reviewer pairs, independently and blindly, and data analysis by inductive thematic categorization.
Results
Twenty-one studies were included, predominantly in English, from middle/high-income countries, and with experimental designs. The analysis defined three categories (planning, implementation/engagement, monitoring) and eight dimensions, highlighting community involvement, cultural adaptation, active methodologies, and continuous follow-up. Gaps persist in type 1 diabetes, long-term monitoring, and research in low-income countries.
Conclusion
The findings reinforce the centrality of culturally sensitive, interactive, and interdisciplinary educational approaches that consider the cultural, social, and emotional specificities of the population served, promoting the protagonism of individuals in the self-care process.