The clock is ticking: Parental stress around emerging adulthood for adolescents with type 1 diabetes

Yi‐Frazier, Joyce P.; Senturia, Kirsten; Wright, Davene R.; Lind, Cara; Malik, Faisal

doi:10.1016/j.pedn.2021.07.012

Cited by 4 publications

(2 citation statements)

References 56 publications

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“…Young people also benefit from workshops to prepare for the transition 86 . During the transition, parents also may need support in changing their role 22,87,88 …”

Section: Providing Diabetes Educationmentioning

confidence: 99%

ISPAD Clinical Practice Consensus Guidelines 2022: Diabetes education in children and adolescents

Olinder

DeAbreu

Greene³

et al. 2022

Pediatric Diabetes

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“…Young people also benefit from workshops to prepare for the transition 86 . During the transition, parents also may need support in changing their role 22,87,88 …”

Section: Providing Diabetes Educationmentioning

confidence: 99%

ISPAD Clinical Practice Consensus Guidelines 2022: Diabetes education in children and adolescents

Olinder

DeAbreu

Greene³

et al. 2022

Pediatric Diabetes

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“…This is also compounded by the constant flow of new information and fear of complications 10 . Although parental support is instrumental when T1D is diagnosed at a young age, youth are motivated to assert their independence which can introduce additional challenges including parental conflict 11 . Furthermore, living with T1D can feel overwhelming and unpredictable leading to diabetes‐related stress and distress.…”

Section: Introductionmentioning

confidence: 99%

Systematic review of technology‐mediated peer support interventions in paediatric type 1 diabetes care

et al. 2023

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AimsThere is increasing interest in the role of peer support in diabetes care. However, technology‐mediated peer support in paediatric type 1 diabetes remains understudied.We aimed todescribe technology‐mediated peer support interventions for children living with type 1 diabetes, their caregivers and healthcare providers.MethodsCINAHL, Embase and MEDLINE (Ovid) were searched from Jan 2007 to June 2022. We included randomised and non‐randomised trials with peer support interventions for children living with diabetes, their caregivers and/or healthcare providers. Studies examining clinical, behavioural or psychosocial outcomes were included. Quality was assessed with the Cochrane risk of bias tool.ResultsTwelve of 308 retrieved studies were included, with a study duration range of 3 weeks to 24 months and most were randomised trials (n = 8, 66.67%). Four technology‐based interventions were identified: phone‐based text messages, video, web portal and social media, or a hybrid peer support model. Most (58.6%, n = 7) studies exclusively targeted children with diabetes. No significant improvement was observed in psychosocial outcomes (quality of life, n = 4; stress and coping, n = 4; social support, n = 2). Mixed findings were observed in HbA1c (n = 7) and 28.5% studies (n = 2/7) reported reduced incidence of hypoglycaemia.ConclusionsTechnology‐mediated peer support interventions may have the potential to improve diabetes care and outcomes. However, further well‐designed studies are necessary that address the needs of diverse populations and settings, and the sustainability of intervention effects.

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Utilizing self‐report diaries to explore task time distribution of school nurses in UAE

Al‐Yateem,

Hajras,

AlSaadi

et al. 2024

Public Health Nursing

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ObjectiveThis study aims to evaluate the roles and tasks of school nurses in the UAE, quantify the time spent on each, and identify areas for improvement in school health services. This aligns with the UAE government's initiative to enhance primary healthcare, focusing on illness prevention and health promotion for children and adolescents.MethodsThe research adopts an observational study design, utilizing self‐observation through diary recordings by school nurses to collect data on their daily tasks and time allocation. A sample of total of 2024 school nurse activities were recorded and analyzed over 126 days and 1084 h of observation by eight school nurses using self‐report diaries. This method allowed for the collection of detailed information on how nursing time is allocated between core and noncore tasks.ResultsIn this study a total of 2024 tasks were observed over 1084 h. The findings reveal that core nursing tasks accounted for 78% of activities but only 53% of the total 1084 h observed, while non‐nursing tasks, making up 22% of activities, disproportionately consumed 47% of the hours. This discrepancy highlights the inefficiency of time allocation, with non‐nursing tasks such as administrative duties taking significantly longer than core patient care tasks.ConclusionsThe study highlights a significant opportunity to enhance school health services in the UAE by optimizing the allocation of nursing time towards more illness prevention and health promotion interventions. By addressing the identified challenges, including the gaps in nurse competencies and the lack of structured practice frameworks, school health services can be improved.

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The clock is ticking: Parental stress around emerging adulthood for adolescents with type 1 diabetes

Cited by 4 publications

References 56 publications

ISPAD Clinical Practice Consensus Guidelines 2022: Diabetes education in children and adolescents

ISPAD Clinical Practice Consensus Guidelines 2022: Diabetes education in children and adolescents

Systematic review of technology‐mediated peer support interventions in paediatric type 1 diabetes care

Utilizing self‐report diaries to explore task time distribution of school nurses in UAE

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