Clinitek Microalbumin assay

Pickersgill, A.J.; McInnes, E. A.; Wiener, K

doi:10.1046/j.0742-3071.2001.00590.x

Cited by 3 publications

(7 citation statements)

References 3 publications

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“…College/University students found it challenging trying to juggle all aspects of T1D. Students said that lack of a perceived routine at university was a barrier to effective self-management [ 80 ] with many reporting little or no time to engage in practices such as blood glucose testing [ 76 , 79 , 80 , 83 , 85 ], exercising [ 79 , 80 , 85 ], eating snacks during the day [ 79 , 83 ] and injecting in a suitable environment [ 83 ]. Inadequate finance was also cited as a barrier to successful T1D management with students studying in the US as they worried about the cost of blood glucose monitoring strips [ 80 ].…”

Section: Resultsmentioning

confidence: 99%

“…Inadequate finance was also cited as a barrier to successful T1D management with students studying in the US as they worried about the cost of blood glucose monitoring strips [ 80 ]. Whereas in the UK this is not an issue and students reported that being on a student budget did not affect their control because they get free prescriptions and supplies, they either lived in halls of residence where meals were provided, or they borrowed money from their parents, or built up a student debt to be paid off later [ 85 ]. Having to eat in class or carry food or supplies around and having to test blood glucose were seen as barriers to diabetes management [ 80 ].…”

Section: Resultsmentioning

confidence: 99%

“…The majority of students reported that they drank alcohol whilst at university [ 74 , 82 , 85 ]. Drinking excessive amounts of alcohol can interfere with metabolic control and can induce hypoglycaemia and in the longer term it can worsen or increase the risk of diabetes complications [ 108 ].…”

Section: Resultsmentioning

confidence: 99%

“…Although some students preferred to continue to receive care from their diabetes team in their home town [ 85 ] others felt unsupported by their T1D team [ 83 ]. For example they reported that care had to stop with their old diabetes team now that they were at university and they experienced difficulties assessing a new local diabetes team [ 83 ], whilst others felt that they had not received enough information particularly in relation to managing their diabetes and drinking alcohol [ 84 ].…”

Section: Resultsmentioning

confidence: 99%

“…7.4) ABCDEFGHI Wdowik [ 80 ] US Focus group a a 10 students from 1 university health centre 1 Target range 18–35 (2 over 24 years) ABCDEFHI Interviews b b 15 students attended pre-college workshop at local diabetes centre representing 9 colleges across 7 states b Target range 19-22 Geddes et al [ 81 ] UK Case notes 55 students Referrals over a 10 year period to one hospital diabetes centre Target range 18-24 ABCDEFGH Ravert [ 82 ] US Survey 450 students T1D on graduate surveys Mean 20.3 (S.D. 1.6) ABCDEFI Target range 18-25 Wilson [ 83 ] UK Interviews 23 students no details provided Actual range 17-19 ABCEFGHI 17 (30%), 18 (44%), 19 (26%) Miller-Hagan and Janas [ 84 ] US Interviews 15 students Advertisements placed in one university Mean 22.4 ABCDEFI Actual range 18-40 Eaton et al [ 85 ] UK Interview 22 students Mean 20 ABC From one university medical practice Target range 19-21 Amillategui et al [ 62 ] Spain Survey 111 teachers of children with T1D attending the paediatric units of nine public hospitals. Experience of teaching a child with T1D (100%) ABCDEFHI School personnel working with children and young people with T1D Greenhalgh [ 86 ] UK Survey 85 teachers of children with T1D who attended a diabetes clinic a local hospital 30 teachers Experience of teaching a child with T1D (96%) ABCDE ...…”

Section: Methodsmentioning

confidence: 99%

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An ongoing struggle: a mixed-method systematic review of interventions, barriers and facilitators to achieving optimal self-care by children and young people with Type 1 Diabetes in educational settings

et al. 2014

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BackgroundType 1 diabetes occurs more frequently in younger children who are often pre-school age and enter the education system with diabetes-related support needs that evolve over time. It is important that children are supported to optimally manage their diet, exercise, blood glucose monitoring and insulin regime at school. Young people self-manage at college/university.MethodTheory-informed mixed-method systematic review to determine intervention effectiveness and synthesise child/parent/professional views of barriers and facilitators to achieving optimal diabetes self-care and management for children and young people age 3–25 years in educational settings.ResultsEleven intervention and 55 views studies were included. Meta-analysis was not possible. Study foci broadly matched school diabetes guidance. Intervention studies were limited to specific contexts with mostly high risk of bias. Views studies were mostly moderate quality with common transferrable findings.Health plans, and school nurse support (various types) were effective. Telemedicine in school was effective for individual case management. Most educational interventions to increase knowledge and confidence of children or school staff had significant short-term effects but longer follow-up is required. Children, parents and staff said they struggled with many common structural, organisational, educational and attitudinal school barriers. Aspects of school guidance had not been generally implemented (e.g. individual health plans). Children recognized and appreciated school staff who were trained and confident in supporting diabetes management.Research with college/university students was lacking. Campus-based college/university student support significantly improved knowledge, attitudes and diabetes self-care. Self-management was easier for students who juggled diabetes-management with student lifestyle, such as adopting strategies to manage alcohol consumption.ConclusionThis novel mixed-method systematic review is the first to integrate intervention effectiveness with views of children/parents/professionals mapped against school diabetes guidelines. Diabetes management could be generally improved by fully implementing and auditing guideline impact. Evidence is limited by quality and there are gaps in knowledge of what works. Telemedicine between healthcare providers and schools, and school nurse support for children is effective in specific contexts, but not all education systems employ onsite nurses. More innovative and sustainable solutions and robust evaluations are required. Comprehensive lifestyle approaches for college/university students warrant further development and evaluation.Electronic supplementary materialThe online version of this article (doi:10.1186/1471-2431-14-228) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 3 more Smart Citations

An ongoing struggle: a mixed-method systematic review of interventions, barriers and facilitators to achieving optimal self-care by children and young people with Type 1 Diabetes in educational settings

et al. 2014

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Diagnostic accuracy of urine dipstick testing for albumin-to-creatinine ratio and albuminuria: A systematic review and meta-analysis

Mejia

Fernández-Chinguel

Dolores-Maldonado

et al. 2021

Heliyon

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Background: The accuracy of urine dipsticks to detect increased albuminuria is uncertain. We aimed to assess the diagnostic accuracy of urine dipsticks for detecting albuminuria. Methods: A systematic review of studies that assessed the diagnostic accuracy of urine dipstick testing for detecting albuminuria has been conducted (using as reference standard the albuminuria in a 24-hour sample or the albumin-to-creatinine ratio) in Scopus, PubMed, and Google Scholar. The risk of bias of the included studies has been assessed using the Quality Assessment of Diagnostic Accuracy Studies-2 (QUADAS-2) tool. Whenever possible, we performed meta-analyses for sensitivity and specificity. The certainty of the evidence has also been assessed using the Grading of Recommendations Assessment, Development, and Evaluation methodology. Results: A total of 14 studies have been included in this review, having assessed all albumin-to-creatinine ratio (ACR) as assessed standard. Each study used different dipstick types. The resulting pooled sensitivity and specificity for each cutoff point were as follows: for ACR >30 mg/g (13 studies): 0.82 (95% confidence interval: 0.76-0.87) and 0.88 (0.83-0.91); for ACR 30-300 mg/g (7 studies): 0.72 (0.68-0.77) and 0.82 (0.76-0.89); and for ACR >300 mg/g (7 studies): 0.84 (0.71-0.90) and 0.97 (0.95-0.99), respectively. An overall high risk of bias, an important heterogeneity in all pooled analysis, and a very low certainty of the evidence have been found. Conclusions: Pooled sensitivity and specificity of urine dipsticks have been calculated for different ACR cutoff points. However, the dipstick types differed across studies, and the certainty of the evidence was very low. Thus, further well-designed studies are needed to reach more confident estimates and to assess accuracy differences across dipstick types. Registration: PROSPERO (CRD42019124637).

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