Diabetes Management at School

Abstract

Every child with diabetes deserves a school nurse with the capacity to effectively manage the disease at school. The school nurse needs knowledge and skills to confidently provide care and communicate with health care providers and families. The Healthy Learner Model for Chronic Condition Management provided a framework to eliminate the disjointed approach to diabetes management at school, replacing it with a consistent, evidence-based approach. A diabetes resource nurse was a key component, providing support for the school nurse and collaboration between the school, community, family, and health care providers. Funded by a cooperative agreement from the Centers for Disease Control and Prevention (CDC), the National Association of School Nurses (NASN) chose five sites from across the country to implement this program-a project titled Managing and Preventing Diabetes and Weight Gain (MAP). This article describes the experience of two sites.

Factors Included in T1DM Continuing Education for Korean School Nurses: A Systematic Review

“…Strengthening competence in managing students with T1DM was found to be an important competency [6][7][8][9][15][16][17][22][23][24][25]. Learning style preferences differed among school nurses.…”

“…Importantly, CE in this context should be developed based on a theoretical framework to identify key competencies to improve among school nurses [15][16][17]. The theoretical model used in the research incorporated Benner's novice-to-expert theory [18] and the healthy learner model [9]. Based on the novice-to-expert theory, the roles of school nurses have been suggested to be helping, teaching, and coaching, diagnostic monitoring, effectively managing rapidly changing situations, administering and monitoring therapeutic interventions and regimens, ensuring quality health care practices, and organizational and work role competencies [18].…”

“…Based on the novice-to-expert theory, the roles of school nurses have been suggested to be helping, teaching, and coaching, diagnostic monitoring, effectively managing rapidly changing situations, administering and monitoring therapeutic interventions and regimens, ensuring quality health care practices, and organizational and work role competencies [18]. According to the healthy learner model, the competencies of school nurses in optimizing the health and supporting the academic success of children with chronic conditions have been suggested to be leadership, evidence-based practice, capacity building, serving as a dedicated resource for information on chronic diseases, promoting healthy learners, engaging in partnerships with families, and engaging in partnerships with health care providers [9]. Based on these two theories, we identified related factors for inclusion in CE for Korean school nurses to improve their competence in managing students with T1DM.…”

“…These are described in Table 1. Through an analysis by consensus of 17 studies, the following competencies were identified: strengthening competence in managing students with T1DM [6][7][8][9][15][16][17][22][23][24][25], facilitating networking with experts and peers [6,7,17], the perspective of the school nurse as a leader [15,17,[22][23][24][25][26], the use of a T1DM-specific evidence-based standardized approach of care [7][8][9]15,17,[22][23][24][25][26], supporting self-management to promote healthy learners [8,15,17], and communication and collaboration between key stakeholders [6,7,9,15,22,25,26].…”

“…Thus, it is vital for school nurses to possess knowledge and skills associated with managing students with T1DM and to provide emergency nursing care when needed. However, school nurses have expressed fears resulting from a perceived lack of competence [3,[6][7][8][9].…”