scholarly journals G391(P) School-based diabetes clinics: qi to engage frequent non-attenders and improve teenager’s self-management

2018 ◽  
Author(s):  
Y Alins Sahun ◽  
K Camara ◽  
K Gething ◽  
J Gane ◽  
D Schenck ◽  
...  
Keyword(s):  
Self Management ◽  
School Based

Type 1 and Type 2 Diabetes

2019 ◽  
pp. 343-360
Author(s):  
Katherine A. S. Gallagher ◽  
Marisa E. Hilliard
Keyword(s):  
Type 2 Diabetes ◽  
Medical Condition ◽  
School Personnel ◽  
The United States ◽  
Self Management ◽  
Chronic Medical Condition ◽  
School Based ◽  
Support Students

Diabetes is a chronic medical condition that affects many children in the United States. The chapter provides an overview of type 1 and type 2 diabetes and focuses on the roles of school-based providers in helping students with diabetes, in collaboration with families and medical providers. Specific strategies, such as educating school personnel and peers about the conditions and treatments and recognizing and responding to symptoms of the conditions, are discussed. Providing assistance with, and supervision of, self-management tasks, monitoring symptoms, and identifying and implementing appropriate school-based accommodations are some key activities school-based professionals adopt to support students with diabetes. Additionally, addressing any learning or psychological concerns and assessing for possible diabetes-related contributors are critical. Included in the chapter are handouts with helpful resources for professionals, lists of measures for assessing concerns common to children with diabetes, and a tool to support student engagement in self-management activities related to diabetes care.

Perceptions of a School-Based Self-Management Program Promoting an Active Lifestyle among Elementary Schoolchildren, Teachers, and Parents

2009 ◽  
Vol 28 (2) ◽  
pp. 141-154 ◽  
Author(s):  
Greet Maria Cardon ◽  
Leen Liesbeth Haerens ◽  
Stefanie Verstraete ◽  
Ilse de Bourdeaudhuij
Keyword(s):  
Physical Activity ◽  
Management Program ◽  
Self Management ◽  
Activity Levels ◽  
Active Lifestyle ◽  
School Based ◽  
Activity Program ◽  
Activity Awareness ◽  
Teachers And Parents ◽  
Children’S Physical Activity

The present study aimed to investigate how classroom-based self-management lessons to promote physical activity were perceived by students, teachers, and parents. The self-management lessons were implemented by an external physical education specialist in 20 class groups at eight elementary schools. Program perceptions were evaluated in 412 children (mean age 9.7 ± 0.7) using a short questionnaire. Oral surveys were used with 20 teachers and 50 parent participants. Most children were enthusiastic about the program and more than half of them reported being more active. Teachers and parents also perceived the lessons as useful and half of them reported an improvement in children’s physical activity awareness. Eighty percent of the teachers and 32% of the parents perceived an increase in children’s physical activity levels. The SPARK self-management physical activity program appears to promote an active lifestyle in children and was positively received; the implementation of the program by the teachers needs further evaluation.

School-based self-management educational interventions for asthma in children and adolescents: A systematic review

2018 ◽  
Vol 141 (2) ◽  
pp. AB207 ◽  
Author(s):  
Kate M. Harris ◽  
Dylan Kneale ◽  
Toby Lasserson ◽  
Vanessa McDonald ◽  
James Thomas ◽  
...  
Keyword(s):  
Systematic Review ◽  
Children And Adolescents ◽  
Educational Interventions ◽  
Self Management ◽  
School Based ◽  
Asthma In Children

scholarly journals School-based asthma self-management interventions for children and adolescents with asthma

2019 ◽  
Vol 31 ◽  
pp. 40-42
Author(s):  
Katherine Harris ◽  
Dylan Kneale ◽  
Toby Lasserson ◽  
Vanessa M. McDonald ◽  
Jonathan Grigg ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Self Management ◽  
School Based ◽  
Management Interventions

scholarly journals Effectiveness of school-based self-management interventions for asthma among children and adolescents: findings from a Cochrane systematic review and meta-analysis

Thorax ◽  
2019 ◽  
Vol 74 (5) ◽  
pp. 432-438 ◽  
Author(s):  
Dylan Kneale ◽  
Katherine Harris ◽  
Vanessa M McDonald ◽  
James Thomas ◽  
Jonathan Grigg
Keyword(s):  
Systematic Review ◽  
School Environment ◽  
Evaluation Studies ◽  
Meta Analysis ◽  
Outcome Evaluation ◽  
Emergency Department Visits ◽  
Self Management ◽  
School Based ◽  
Management Interventions ◽  
Children With Asthma

IntroductionThe evidence that teaching self-management techniques to children and young people with asthma in schools is effective has not, to date, been the subject of systematic review.MethodsWe conducted a systematic review of intervention studies. Studies were eligible if they employed a randomised parallel-group design and were published in English from 1995 onwards. Participants included children with asthma aged 5–18 years who participated within their own school environment. Searches were conducted on the Cochrane Airways Group Specialised Register. Quantitative data were combined using random-effects meta-analyses.ResultsThirty-three outcome evaluation studies were included. School-based interventions were effective in reducing the frequency of emergency department visits (OR 0.70, 95% CI 0.53 to 0.92; studies=13), and moderately effective in reducing levels of hospitalisations (standardised mean differences [SMD] −0.19, 95% CI −0.35 to −0.04; studies=6). A meta-analysis of three studies suggest that the intervention approach could reduce the number of days of restricted activity (SMD −0.30, 95% CI −0.41 to −0.18; studies=3). However, there was uncertainty as to whether school-based self-management interventions impacted on reducing absences from school.ConclusionsSelf-management interventions for children with asthma delivered in schools reduce the number of acute episodes of healthcare usage. We conclude that the school environment is an important space for delivering interventions to improve children’s health.

Setting up school-based diabetes clinics to engage adolescents who frequently ‘were not brought to clinic’ and improve self-management

2019 ◽  
Vol 105 (6) ◽  
pp. 598-599
Author(s):  
Yolanda Alins Sahun ◽  
Kerry Camara ◽  
Kathryn Gething ◽  
Daniel Shenck ◽  
Jason Gane ◽  
...  
Keyword(s):  
School Attendance ◽  
Clinical Care ◽  
Intervention Group ◽  
Outcome Data ◽  
Self Management ◽  
Semistructured Interview ◽  
Improvement Project ◽  
School Based ◽  
Multidisciplinary Clinics

Optimising attendance rates in outpatient’s clinics is important to ensure good clinical care and to avoid waste of scarce medical resources. We identified a cohort of teenagers that frequently were not brought (WNB) to the paediatric diabetes multidisciplinary clinics, compromising patient care and reducing compliance with National Padiatric Diabetes Audit (NPDA) standards. As these teenagers attend five local secondary schools, we initiated a quality improvement project to test the benefit of taking clinics into schools. From January 2017, after extensive engagement with stakeholders, quarterly clinic at school with a diabetic nurse and physician were offered to all teenagers with type 1 diabetes mellitus in these five schools. A semistructured interview was administered to identify their concerns about diabetes. HbA1c was checked, and glucose meters were downloaded. Outcome data were compared with previous 9 months. 34 teenagers were targeted (17 initially identified as frequent non-attenders and 17 controls at same schools). The hospital WNB rate was reduced in the intervention group by 50%, and patients not seen at least once in 3 months reduced from 9/17 to 1/17. Teenage patients expressed an increased positive experience. Relevant knowledge gaps and emotional difficulties were additionally identified and addressed. Lifestyle issues not previously known to team were also unveiled, for example, poor school attendance, bullying or high-risk behaviours. School clinics improved contact in this difficult to reach group. It shows promise as a vehicle to enhance engagement of young people in self-care, actively preparing them for transition.

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