We randomly assigned 46 patients (mean age, 11.7 years; range, 4.5 to 32.8) with newly diagnosed insulin-dependent diabetes mellitus within two weeks of beginning insulin to receive either corticosteroids for 10 weeks plus daily azathioprine for one year or no immunosuppressive therapy. Half the 20 immunosuppressed patients completing the one-year trial had satisfactory metabolic outcomes (hemoglobin A1c less than 6.8 percent; stimulated peak C peptide greater than 0.5 nmol per liter; insulin dose less than 0.4 U per kilogram of body weight per day) as compared with only 15 percent of the controls. Three of 20 immunosuppressed patients, but no controls, were insulin independent at one year. Two of these continue to receive azathioprine without insulin after more than 27 months of follow-up. The response to immunosuppression correlated with older age, better initial metabolic status, and lymphopenia (less than 1800 lymphocytes per cubic millimeter) resulting from immunosuppression. The side effects of azathioprine included vomiting in one patient and mild hair loss in several others. Prednisone use resulted in a transient cushingoid appearance, weight gain, and hyperglycemia. The growth rate remained normal in all patients. We conclude that early immunosuppression with short-term use of corticosteroids plus daily azathioprine can improve metabolic control in some patients with insulin-dependent diabetes mellitus, but results from this unblinded study are preliminary and require further confirmation and long-term follow-up.

Published qualitative studies have not focused on nurses who solely care for children with special health care needs. The purpose of this study was to explore and describe (a) the work of school nurses who care exclusively for these children, (b) nurses' interaction with parents, staff, or providers, and (c) the challenges, benefits, and support for their role. Data from on-site observation and in-depth interviews with experienced, long-term employed nurses (n = 13) were analyzed using qualitative descriptive inquiry. Performing a personally satisfying clinical role, school nurses adapted to a "teachers world" by working alone, feeling responsible; begging, bartering, and subsidizing; and embracing school as family. They bridged home and school by doing for children, building relationships with parents, and knowing the child. Nurses need to be supported through peer supervision and adequate resources to provide family-centered care to students in a setting dominated by education professionals.

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Teachers are expected to respond quickly and accurately to any diabetes incident that may occur to children in the school setting. Access to diabetes information is crucial for student safety, health, academic achievement, and social competence. This paper describes a technique to provide Web-based diabetes information using computer audio and video to enrich a text-based training experience. Two groups of teachers were presented with diabetes training material via either paper or a Web-based computer system. Both groups were then evaluated for diabetes knowledge and satisfaction. Subjects using the Web-based system had significantly (t = 2.22; p < 0.033) higher knowledge scores (72.5% versus 66.4% correct) and were significantly (t = 3.9; p < 0.001) more satisfied with the training session (4.2 versus 3.1 on a five-point scale) than subjects who used paper documents traditionally used for teacher training. With the advantages in learning and the reduced cost of a Web-based system, diabetes distance education is a viable and desirable alternative to paper-based diabetes education.

The number of schools that the nurses covered, percent of time caring for CSHCN, and employer type (school district or health department) affected the scope of school nurse practice. Recommendations are for lower student-to-nurse ratios, improved nursing supervision, and educational support.

In our experience as nurse educators, baccalaureate students, after completing an introductory research course, are not prepared to critique research studies skillfully and determine their potential use in professional practice. Also, staff nurses need help determining the appropriateness of implementing research findings into clinical practice. To remedy this situation, a research utilization component was successfully incorporated into a senior-level clinical course. This approach has implications for improving patient outcomes.

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