Abstract
Diabetes is the most common metabolic dysfunction in pregnancy. The objective of this study was to assess the effectiveness of diabetes knowledge using various educational interventions, including Web-based, traditional in-person class, and a combination of Web-based and in-person education. A quasi-experimental nonequivalent control group pre/posttest design was utilized to assess diabetes and nutrition-related knowledge. There was no statistical difference found among the 3 interventions regarding the mean difference in pretest and posttest scores (P > .05). However, there was a statistically significant mean change in pretest and posttest scores for each intervention group (P < .05), indicating an improvement in nutrition knowledge in each group.