Attitudes and Perceptions of School Teachers in Melilla Regarding the Care Provided to Students with Type 1 Diabetes

Abstract

The main objective of the study was to assess the perception of non-university teachers in the city of Melilla to help students with type 1 diabetes mellitus (T1DM), as well as their attitudes towards helping these students in diabetic emergencies. This observational, descriptive, cross-sectional study analyzed the answers given by 441 teachers from 25 public institutions in the city of Melilla to a survey on the attitude and perception regarding the capacity of educational institutions (16 questions) to help and manage students with T1DM. Out of 47.6% of teachers who represent having had students with TIDM, only 4.8% acknowledged having been trained in diabetes. The percentage that has experienced a hypoglycaemia episode at the institution was 29.9%. More than half of participants acknowledged that their educational institution is not prepared to manage diabetic emergencies. Only 5.7% stated their institutions have glucagon in their first-aid kit and less than half of participants (44.7%) would be willing to administer it if necessary. Teachers of educational institutions believe they have not been particularly trained in the care of students living with T1DM and point out that their educational institutions are not prepared to help in diabetic emergencies.

Family and Community Nurses as a Resource for the Inclusion of Youths with Type 1 Diabetes at School

“…To improve this model, we started by analyzing the school staff and parents’ needs with a survey; a good level of knowledge in T1D and an adequate level of teacher training have been reported. This premise was different from other studies in which teachers referred to having inadequate training [ 17 ], probably because in our province, the protocol for the inclusion of children with T1D at school provides collegial and/or individual meetings between diabetology staff and school staff. Secondly, an inclusive approach at school has emerged, as a high percentage of students with T1D could participate in different school activities.…”

“…These interventions have been reported to provide improved adherence to self-care, better glucose control, and better psychological outcomes (reduced distress, improved quality of life, and satisfaction) [ 10 , 15 , 16 ] if the school nurse has less than five students with T1D [ 11 ]. This model has been widespread in some provinces but not in others in the same country, which is due to the insufficient number of school nurses that are able to provide medical attention at all times [ 17 ]. Only 35.3% of all public schools in the United States employ full-time nurses and, over time, the number of school nurses employed by districts has decreased by 14% [ 18 ].…”