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Table 6 The parts making the whole - contribution of each study and paper to each concept in the line of argument

From: Follow-Up Support for Effective type 1 Diabetes self-management (The FUSED Model): A systematic review and meta-ethnography of the barriers, facilitators and recommendations for sustaining self-management skills after attending a structured education programme

PAPER: [36] [37] [38] [39] [40] [41] [42] [43] [44] [45] [46] [47] [48] [49] [50] [51] [52] [53]
A. Challenges Knowledgeable Empowered, Motivated x X x x x x x x x x x x   x x x x  
Complexity of Life x   x x   x       x    x    
Disconnect between effort and reward x   x   x    x        x x   
Lack of confidence in their own judgement   x      x   x    x x      x
Insufficient Support x x x     x x x   x x   x x    
B. Participant response Shift blood glucose targets    x      x x x   x       
Stop or relax self-monitoring practices    x     x      x x x     x
Over-rely on corrective doses        x      x       
Over-treat hypoglycaemia           x   x      x  
Simplify Life      x x x      x       
C. Follow-up A combination of structured and responsive individual support x       x   x   x x    x   x  
Modelling collaboration and empowerment   x   x    x           x  
Preparing for and addressing motivational issues x   x        x   x     x x  
Exploring and facilitating social support      x      x x x       
Supporting the use of technology        x       x      x
Educating mainstream health professionals          x    x    x    
Building knowledge over time x       x      x       
Considering and revising routines and life circumstances       x             
Reviewing and revising blood glucose monitoring and treatment practices    x     x x           
Reviewing and advising on hypoglycaemia management         x   x         x
Providing dietary advice      x