# Situation: A 52-year-old delivery driver was diagnosed with type 2 diabetes mellitus 1 week ago. His glycated hemoglobin (HbA1c) is 8.4%, and he was started on metformin. He finished high school and reads well. He tells the nurse at the hospital's outpatient diabetes clinic, "My father had diabetes and lost a leg. I do not want that to happen to me." The nurse plans a series of teaching sessions for him. Three months later his HbA1c is 8.2%. The nurse gathers these data: - Using teach-back, he explains his meal plan correctly in his own words. - He says, "I really want to avoid what happened to my father." - His wife reminds him of his plan and packs his fruit on workdays. - During his 12-hour shifts, the only food he can buy comes from roadside stalls selling fried food and large servings of rice. In the PRECEDE model of health education planning, which type of factor is MOST likely keeping him from following the plan?

> source: MyMerci (mymerci.kr)  
> url: https://mymerci.kr/pages/nclex_q.php?qn_id=630349  
> language: ko  
> subject: Nursing Practice IV — Care of Clients with Problems in Nutrition and Gastrointestinal, Metabolism and Endocrine, Perception and Coordination

## 문제

Situation: A 52-year-old delivery driver was diagnosed with type 2 diabetes mellitus 1 week ago. His glycated hemoglobin (HbA1c) is 8.4%, and he was started on metformin. He finished high school and reads well. He tells the nurse at the hospital's outpatient diabetes clinic, "My father had diabetes and lost a leg. I do not want that to happen to me." The nurse plans a series of teaching sessions for him.

Three months later his HbA1c is 8.2%. The nurse gathers these data:
- Using teach-back, he explains his meal plan correctly in his own words.
- He says, "I really want to avoid what happened to my father."
- His wife reminds him of his plan and packs his fruit on workdays.
- During his 12-hour shifts, the only food he can buy comes from roadside stalls selling fried food and large servings of rice.
In the PRECEDE model of health education planning, which type of factor is MOST likely keeping him from following the plan?

## 보기

1. Predisposing, because his knowledge has not yet turned into a habit
2. Predisposing, because the stalls shape what he believes a meal should be
3. Enabling, because suitable food is not available where he works **✔ 정답**
4. Reinforcing, because no one at his work supports his healthy choices

**정답: 3**

## 해설

PRECEDE sorts the causes of a behavior into predisposing (knowledge, beliefs, attitudes), enabling (availability, access, resources, skills), and reinforcing (support and rewards from others) factors. His knowledge, motivation, and family support are all in place; what blocks the behavior is the lack of suitable food during work, an enabling factor. The next plan should target that barrier rather than repeat the lesson.

## 심화 해설

Understanding the PRECEDE framework

The PRECEDE model organizes the determinants of a health behavior into three categories. Predisposing factors are internal drivers such as knowledge, beliefs, attitudes, values, and perceived susceptibility or severity. Enabling factors are external conditions that make the behavior possible or difficult, including availability of resources, access to services, affordability, skills, and environmental barriers. Reinforcing factors are the feedback and support a person receives from family, peers, health care providers, or the workplace that reward or discourage the behavior.

In this scenario, the driver has already demonstrated accurate knowledge through teach-back, expresses strong personal motivation rooted in his father’s amputation, and receives active family support from his wife. None of these are the limiting factor. What remains is the reality of his 12-hour shifts: the only purchasable food comes from roadside stalls offering fried items and large rice portions. This is not a gap in understanding or a lack of encouragement. It is a structural barrier in the environment where he spends much of his day.

The absence of suitable food options at his workplace is an enabling factor because it removes the resources needed to act on his knowledge and motivation. He knows what to eat and wants to eat correctly, but the environment does not provide the means to do so. The correct answer is therefore option 3.

| Factor type | Definition | Example from this case | Present or absent |
| --- | --- | --- | --- |
| Predisposing | Knowledge, beliefs, attitudes, perceived risk | Accurate meal plan explanation; fear of amputation | Present and adequate |
| Enabling | Availability, access, resources, skills, environment | Only fried food and large rice portions available during shifts | Absent; this is the barrier |
| Reinforcing | Support, feedback, rewards from others | Wife packs fruit and reminds him of the plan | Present and positive |

Why the other options are incorrect

Option 1 suggests a predisposing problem because knowledge has not become habit. However, the scenario explicitly states that he explains his meal plan correctly in his own words. The issue is not that he lacks understanding or has not internalized the information. Habit formation is blocked by the environment, not by a knowledge deficit.

Option 2 frames the roadside stalls as shaping his beliefs about what a meal should be. While repeated exposure to unhealthy food environments can influence norms over time, the data given do not indicate that he now believes fried food and large rice portions are appropriate. His own words and teach-back performance suggest his beliefs remain aligned with the meal plan. The stalls are a physical availability problem, not a belief-shaping force in this case.

Option 4 points to a lack of workplace support. The scenario does not describe coworkers actively discouraging him or praising unhealthy choices. His wife’s support is clearly present. The absence of healthy food is not the same as the absence of social reinforcement. The barrier is the food environment itself, which belongs to the enabling category.

Clinical and exam-focused reasoning

Key point! When a patient already has knowledge, motivation, and family support but still cannot follow a plan, look first at enabling factors such as food access, cost, transportation, time, and physical environment. Repeating education will not fix an enabling barrier.

Evidence from studies using the PRECEDE-PROCEED model in type 2 diabetes supports this distinction. A cross-sectional study identified predisposing, enabling, and reinforcing factors associated with glycemic control and emphasized that self-management depends on more than knowledge alone [1]. A systematic review and meta-analysis found that PRECEDE-PROCEED–based interventions can reduce HbA1c and improve self-management, but the effect operates through addressing multiple factor categories rather than education alone [2]. Studies in gestational diabetes similarly show that structured programs targeting environmental and resource-related barriers improve self-management ability beyond what conventional knowledge-focused education achieves [3][4].

In this case, the driver’s HbA1c moved only from 8.4% to 8.2% over three months. That small change is consistent with a persistent enabling barrier: he understands and wants to comply, but during half of his waking hours the only available food undermines the plan. The next nursing action should target the enabling factor directly, for example by helping him identify portable meal options, negotiating with his employer for refrigeration or break-time flexibility, or mapping nearby vendors that offer lower-carbohydrate choices.

Watch out! Do not confuse “no one supports him” with “no suitable food exists.” Reinforcing factors are about people’s responses; enabling factors are about resources and access. The stalls are a resource problem, not a social support problem.References (research sources)

- [1]Identification of Factors Associated with Glycemic Control Using the PRECEDE- PROCEED Model in Patients with Type 2 Diabetes: A Cross-Sectional Study.Research articleTu J, Lin G, Zhu F, Xu F, Gao Y, Gan Q, Chen Y, Hu X, Tang R. (2026) · DOI: 10.2147/dmso.s598614

- [2]The efficacy of PRECEDE-PROCEED model-based interventions on HbA1c and self-management in type 2 diabetes patients: a systematic review and meta-analysis.Meta-analysis/systematic reviewTang Y, Soh KL, Gan WY, Zhou J, Soh KG. (2025) · DOI: 10.1186/s12889-025-23073-9

- [3]Effect of health education intervention based on the precede-proceed model on patients with gestational diabetes mellitus: A single-center retrospective matched-cohort study.Research articleYu J, Zhang X, Chen Y. (2026) · DOI: 10.12669/pjms.42.6.16069

- [4]Maintaining a healthy lifestyle behaviors and quality of sleep based on the PRECEDE-PROCEED model among women with gestational diabetes in Jordan: A quasi-experimental study.Research articleAli FK, Abdelfatah AMA, Haddad RH, Ahmad TB, Sayed FMA, Atia NS, Abuejheisheh AJ. (2026) · DOI: 10.1177/17455057261442707

## 임상 시나리오

PRECEDE Model in Diabetes EducationIdentifying the real barrier to meal plan adherence
When a patient knows the plan and is motivated but still cannot follow it, assess enabling factors such as food availability, cost, and access during work hours.

In this case, teach-back confirmed accurate knowledge, and family support was active. The remaining barrier was environmental: only fried food and large rice portions were available during 12-hour shifts.

CautionDo not repeat education when the deficit is not knowledge. Target the enabling barrier first, such as packing meals or identifying healthier vendors near the workplace.

## 핵심 개념

- **PRECEDE model** — A planning framework categorizing behavioral determinants into predisposing, enabling, and reinforcing factors.
- **Predisposing factor** — Internal drivers such as knowledge, beliefs, attitudes, values, and perceived susceptibility.
- **Enabling factor** — External conditions that facilitate or hinder behavior, including resource availability, access, and environmental barriers.
- **Reinforcing factor** — Feedback and support from family, peers, or providers that reward or discourage a behavior.
- **Teach-back** — A method to confirm understanding by having the learner explain information in their own words.

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