Title of Research
Start Date
17-11-2017 10:00 AM
End Date
17-11-2017 11:30 AM
Abstract
Abstract
Background: Type 1 diabetes affects many children across the world. Many of these children spend majority of their time at school where they may not receive appropriate support from school staff and peers in order to better manage their condition. Examining school-aged children who are living with type 1 diabetes and their perceptions and experiences can help guide school staff in creating an appropriate environment to meet the children’s needs.
Objectives: The purpose of this literature review is to examine quantitative and qualitative studies that investigates common concepts that makes self-management of type 1 diabetes in children difficult while in a school setting.
Methods: Articles were found using two databases: CINAHL and Academic Search Complete. Key terms that were used included: type 1 diabetes, children, experiences, environment, school, and social. Articles were narrowed down by having an inclusion and exclusion criteria as mentioned in this paper.
Results: After examining the six articles, common concepts that were found were: having a source of support, improving education in school staff, having diabetic friendly food options (both positive and negative experiences), feeling different from peers, and self-management difficulties. These common concepts were determined by examining the quantitative research results as well as qualitative evidence reported by type 1 diabetic students themselves.
Conclusion: The findings suggest that the common concepts found in these articles can help improve schools and their staff in providing an appropriate school environment in type 1 diabetic students. School staff includes school nurses as well and they play a huge role in advocating, educating, and managing the child’s diabetes. With the help of school nurses and other school staff, there could be positive outcomes and experiences in children living with type 1 diabetes.
Included in
Perceptions and Experiences of Children Living with Type 1 Diabetes in a School Environment: An Integrative Literature Review
Abstract
Background: Type 1 diabetes affects many children across the world. Many of these children spend majority of their time at school where they may not receive appropriate support from school staff and peers in order to better manage their condition. Examining school-aged children who are living with type 1 diabetes and their perceptions and experiences can help guide school staff in creating an appropriate environment to meet the children’s needs.
Objectives: The purpose of this literature review is to examine quantitative and qualitative studies that investigates common concepts that makes self-management of type 1 diabetes in children difficult while in a school setting.
Methods: Articles were found using two databases: CINAHL and Academic Search Complete. Key terms that were used included: type 1 diabetes, children, experiences, environment, school, and social. Articles were narrowed down by having an inclusion and exclusion criteria as mentioned in this paper.
Results: After examining the six articles, common concepts that were found were: having a source of support, improving education in school staff, having diabetic friendly food options (both positive and negative experiences), feeling different from peers, and self-management difficulties. These common concepts were determined by examining the quantitative research results as well as qualitative evidence reported by type 1 diabetic students themselves.
Conclusion: The findings suggest that the common concepts found in these articles can help improve schools and their staff in providing an appropriate school environment in type 1 diabetic students. School staff includes school nurses as well and they play a huge role in advocating, educating, and managing the child’s diabetes. With the help of school nurses and other school staff, there could be positive outcomes and experiences in children living with type 1 diabetes.