8 research outputs found
Effects of the First Line Diabetes Care (FiLDCare) self-management education and support project on knowledge, attitudes, perceptions, self-management practices and glycaemic control: a quasi-experimental study conducted in the Northern Philippines
ISPAD Clinical Practice Consensus Guidelines 2018: Diabetes education in children and adolescents.
RECOMMENDATIONS/EXECUTIVE SUMMARY
Education is the key to successful management of diabetes [E].
To maximize the effectiveness of diabetes treatment and the advances in diabetes management and technology (especially insulin pumps and continuous glucose monitoring) it is advisable that quality assured structured education is available to all young people with diabetes and their carers [E].
The content and delivery of structured education needs regular review to ensure it suits the needs of people with diabetes in that community, matches local practice, and reflects changes in diabetes management and technology [E].
Evaluation of structured educational programs should include measurement of outcomes directly related to diabetes education such as the patient\u27s achievement of selfâselected diabetesâcare goals, improved psychosocial adaptation and enhanced selfâefficacy, in addition to measures of glycemic control [E].
There is evidence that educational interventions in childhood and adolescent diabetes have a beneficial effect on glycemic and psychosocial outcomes [A].
Educational interventions shown to be effective include those: based on clear theoretical psychoeducational principles [E] integrated into routine clinical care (eg, as an essential integral part of intensive insulin management) [A] referred to as an ongoing process of provision of individualized selfâmanagement and psychosocial support [E] involving the continuing responsibility of parents and other carers throughout adolescence [B] making use of cognitive behavioral techniques most often related to problem solving, goal setting, communication skills, motivational interviewing, family conflict resolution, coping skills, and stress management [A] utilizing new technologies in diabetes care as one of the vehicles for educational motivation [A]
Health care professionals require appropriate specialized training in the principles and practice of teaching and education to implement successfully behavioral approaches to education designed to empower young people and carers in promoting selfâmanagement [E].
An interdisciplinary education team sharing the same philosophy and goals and speaking âwith one voiceâ has beneficial effects on metabolic and psychosocial outcomes [B].
It is important that goals and targets for blood glucose and HbA1c align with those of ISPAD. A major task during the first 2 weeks after diagnosis of diabetes is to get the family to agree to encompass the same targets. [E]
Mobile and webâbased applications can be useful tools for diabetes selfâmanagement education to improve diabetes management. [E]
Interactive webâbased educational resources designed by diabetesârelated device manufacturing companies are widely used for deviceâspecific patient training and education. [E]
Telemedicine, if available, offers an alternative method to faceâtoâface diabetes review for people who live in remote areas and do not have access to professional counseling and diabetes education resources locally. [B]
Diabetes peers and/or diabetes youth leaders can reinforce the principles of living well with diabetes and support the families learning especially in the resource limited setting. [E