Grandparent Education Through Simulation-Diabetes

Maguire, Laura L.; Crawford, Sybil L.; Sullivan-Bolyai, Susan

doi:10.1177/0145721715607982

Cited by 7 publications

(5 citation statements)

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“…However, HPS has only recently been reported as an alternative teaching strategy with children with T1DM and either their parents or grandparents to learn and reinforce diabetes self-management (DSM). 14,15,18,19 These 2 teaching methods based on empirical evidence were incorporated into a randomized controlled trial as alternative parent education strategies for children with new-onset T1DM. Both teaching methods improved parents' diabetes knowledge; the parents of children younger than 6 years who received vignette and HPS-enhanced teaching had significantly less anxiety (P = .009) and their children had significantly lower A1Cs (8.2% vs 9.5%; P = .006) than the parents who received education through vignettes alone.…”

Section: Resultsmentioning

confidence: 99%

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CDE Perspectives of Providing New-Onset Type 1 Diabetes Education Using Formal Vignettes and Simulation

et al. 2016

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Purpose The purpose of this article is to describe the 4 Parent Education Through Simulation-Diabetes (PETS-D) nurse certified diabetes educators' (CDEs) perspectives of teaching parents of children with newly diagnosed type 1 diabetes mellitus (T1DM) early diabetes management skills using formal vignettes and a human patient simulator/human patient simulation (HPS) to augment/enhance the teaching-learning process. Methods A qualitative descriptive approach was used. Four CDEs were interviewed by phone about their teaching experiences. Meticulous notes were taken. Data were analyzed using qualitative content analysis. Results The vignettes (and use of HPS) provided structure, especially for parents who were struggling to learn. Certified diabetes educators described a short learning curve to master the use of the HPS manikin. Human patient simulation-enhanced education was described as helpful for teaching multiple caregivers about diabetes. Certified diabetes educators also described factors that affect parent learning, mechanical issues with the HPS, and additional space requirements for HPS-enhanced education. Conclusion Vignettes and HPS-enhanced education can successfully be used to educate parents of children with new-onset T1DM and were preferred by the CDEs when compared with previous teaching strategies. The results of this study support the use of both vignette-based and HPS-enhanced education when a child is newly diagnosed with T1DM. Further studies need to be done to see if these effects persist with different populations, during different stages of the disease, and for individuals with other chronic illnesses.

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Section: Resultsmentioning

confidence: 99%

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confidence: 99%

CDE Perspectives of Providing New-Onset Type 1 Diabetes Education Using Formal Vignettes and Simulation

et al. 2016

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“…We have recent empirical evidence that suggests HPS can be an effective and satisfactory way for individuals to link health care knowledge to practice (Maguire et al, 2015; Sullivan-Bolyai et al, 2015; Sullivan-Bolyai et al, 2012). For instance, we pilot tested at a local diabetes camp using HPS at the beginning of camp to educate camp counselors with HPS and found those being taught with this technology have significantly higher diabetes knowledge scores compared with the control group (Sullivan-Bolyai et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…The teaching session was taught by a teen educator mentor (TEM) to enhance their understanding of their disease and to provide peer support, and concurrently provide their parents guidance and support (with a psychologist and parent educator mentor [PEM]) on using authoritative parenting and collaborative decision-making skills to manage T1D. Using HPS to educate and illustrate DSM has been successfully used in a camp volunteer education intervention (Sullivan-Bolyai, Crawford, Johnson, Huston, & Lee, 2012), with parents of young children newly diagnosed with T1D (Sullivan-Bolyai et al, 2015) and with grandparents of children with T1D (Maguire, Crawford, & Sullivan-Bolyai, 2015). The goal of DSM education and peer support is to help families build skills to live active lives while navigating the treatment associated with T1D (Lorig, 2003).…”

Section: Introductionmentioning

confidence: 99%

PREP-T1 (Preteen Re-Education With Parents–Type 1 Diabetes) Feasibility Intervention Results

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There has been a 2% to 3% increase in Type 1 diabetes (T1D) in children below 11 years old. Preteens (9-12 years old) with T1D are often overlooked regarding future diabetes self-management (DSM) expectations because parents are still in the "driver's seat." The study purpose was to explore feasibility/ability to recruit and conduct a two-arm trial on reeducation, collaboration, and social support. One component of DSM was reviewed (hypoglycemia) with preteens (n = 22) and parents (n = 22). The experimental preteens discussed hypoglycemia management with a teen mentor and nurse educator using a human patient simulator for practice, and working collaboratively with parents. Concurrently, mothers met with a parent mentor and psychologist to discuss growth and development, and collaborative shared management. Comparison dyads discussed hypoglycemia management with a nurse. Preteens slightly improved in diabetes knowledge; the experimental arm had higher problem-solving scores. Parents in the experimental arm had higher self-efficacy scores. Findings will inform future research.

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“…Indeed, two of this study's researchers recently explored the feasibility of using HPS to teach hypoglycemia management to grandparents of grandchildren with T1D. Quantitative study findings revealed that HPS-taught grandparents showed consistently larger improvement in T1D knowledge, confidence, and fear than non-HPS taught grandparents [27]. The HPS gives the individual the opportunity to learn about diabetes and practice necessary skills as much as necessary and at any time without causing undue harm to the child with T1D.…”

Section: Discussionmentioning

confidence: 99%

PETS-D (parents education through simulation-diabetes): Parents’ qualitative results

Ramchandani

Maguire²,

Stern

et al. 2016

Patient Education and Counseling

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Objective Parents who have a child newly diagnosed with type 1 diabetes (T1D) must quickly learn daily diabetes self-management. An RCT was conducted using human patient simulation (HPS) to enhance parents learning diabetes self-management with children with new-onset T1D. The purpose of this study was to describe parents’ perspectives of using HPS to augment diabetes education. Methods A qualitative descriptive design was used with open-ended in-depth interviews of parents (n=49) post-intervention. Qualitative directed content analysis was used. Results The majority of parents were positive about learning with HPS. Although a few parents said the HPS was “hokey” or “creepy,” most reported the visual and hands-on learning was realistic and very beneficial. Seeing a seizure increased their fear although they would have panicked if they had not had that learning experience, and it helped build their diabetes self-management confidence. Recommendations included teaching others with the HPS (grandparents, siblings, babysitters, and school nurses). Conclusion HPS-enhanced education is an acceptable and viable option that was generally well-received by parents of children with new-onset T1D. Practice Implications The technique should be studied with parents of children with other chronic illnesses to see if the benefits found in this study are applicable to other settings.

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Grandparent Education Through Simulation-Diabetes

Cited by 7 publications

References 46 publications

CDE Perspectives of Providing New-Onset Type 1 Diabetes Education Using Formal Vignettes and Simulation

CDE Perspectives of Providing New-Onset Type 1 Diabetes Education Using Formal Vignettes and Simulation

PREP-T1 (Preteen Re-Education With Parents–Type 1 Diabetes) Feasibility Intervention Results

PETS-D (parents education through simulation-diabetes): Parents’ qualitative results

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