Educating diabetic children: integrating representations by children aged 7 to 11 and their parents

Abstract

The educator must adapt his language level to integrate the child's universe and facilitate assimilation of knowledge. The therapeutic education process for diabetic children should integrate a specific support and training for parents. These results have influenced our choice of a strategy involving continuous group education focusing parents.

Self-care of school-age children with diabetes: an integrative review

“…This knowledge included understanding the principles of treatment, such as the relationship between insulin, food and blood sugar; diet; physical symptoms and the need for appropriate treatment (Schmidt 2003, Alderson et al. 2006, Baudrant et al. 2007, Wales et al.…”

“…In the 6‐ to 12‐year‐old age group the children understood the terms ‘hypoglycaemia’ and ‘hyperglycaemia’ (Baudrant et al. 2007) and were able to describe both the short‐ and long‐term complications associated with diabetes (Herrman 2006).…”

“…A number of children found the dietary restrictions to be problematic (Herrman 2006, Baudrant et al. 2007).…”

The Effect of Partnership Care Plan on Metabolic Control of Iraqi Diabetic Adolescents

“…In addition,teenagers are expected to become less dependent on their parents and manage their illness more independently. Parents needed to adjust to the diabetes management regimen in order to support their child [20]. The role of the healthcare team is to give cognitive, emotional and concrete support to the family [21].…”

“…The role of the healthcare team is to give cognitive, emotional and concrete support to the family [21]. Parents need professional support to become more independent in the management of diabetes [20]. Children acquire diabetes-related knowledge and skills from the doctors, nurses and dieticians [22,23].…”