Evaluating the Impact of Stakeholder Engagement in a School-Based Type 1 Diabetes Study

March, Christine; Kazmerski, Traci M.; Moon, Christine; Libman, Ingrid; Miller, Elizabeth

doi:10.2337/ds21-0004

Cited by 5 publications

(4 citation statements)

References 23 publications

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“…Such a finding has been observed in prior participatory research studies outside of medical education. 9 , 20 Our methodology potentially limited partners’ perceptions of their degree of involvement. For example, the study team decided which recommendations to implement during consensus meetings rather than seeking further input from partners or including them in said meetings.…”

Section: Discussionmentioning

confidence: 99%

Structured Engagement of Community Partners to Revise a Pregnancy Options Counseling Curriculum for Pediatric Residents

Kirkpatrick

Goldman

Bell

et al. 2023

Journal of Medical Education and Curricular Development

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OBJECTIVE The engagement of community partners, including patients, is increasingly recognized as important in developing medical education curricula. Structured methodology for partner engagement in curriculum development is lacking in the existing literature. This article describes a structured approach to engaging community partners to provide input on revising a curriculum for pediatric residents about pregnancy options counseling with adolescents. METHODS We used the five-step Method for Program Adaptation through Community Engagement: (1) development of a panel of community partners including patients and professionals, (2) and (3) partner evaluation of the existing curriculum and recommendations for revisions, (4) summarization of partner feedback, and (5) development of the revised curriculum. We surveyed partners about their perceived impact on the revision and satisfaction with the process. RESULTS Seventeen partners participated. Five experienced adolescent pregnancy, while the remaining 12 included healthcare and social service professionals. All partners provided multiple recommendations, generating 124 discrete recommendations. Twenty recommendations were suggested by multiple individuals. The authors reviewed all recommendations by category during consensus meetings and determined which recommendations would be incorporated into the revised curriculum to meet stated learning objectives. We implemented 14 of these 20 recommendations, including adding a values clarification exercise, information about mental health crisis resources, and more detail about adoption. We also incorporated 15 individual recommendations pertaining to curriculum clarity. Recommendations from professionals and patients were similar. Fourteen out of 17 participants completed the survey at the close of the project. All respondents understood their roles, were satisfied with their degree of engagement, and felt that their expectations for participation were met or exceeded. CONCLUSIONS This study describes a methodology for a formal process to engage community partners in curriculum development and revision processes. Such methodology can ensure that medical education curricula are optimally attuned to the needs of key community members and integrate the patient’s voice.

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Section: Discussionmentioning

confidence: 99%

Structured Engagement of Community Partners to Revise a Pregnancy Options Counseling Curriculum for Pediatric Residents

Kirkpatrick

Goldman

Bell

et al. 2023

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

show abstract

“…Lastly, we held two meetings with an established group of seven collaborators composed of parents of children with type 1 diabetes, school nurses, and diabetes providers 11 . We generated and refined an initial set of items through a facilitated discussion with the collaborators led by the primary investigator.…”

Section: Methodsmentioning

confidence: 99%

“…9 Lastly, we held two meetings with an established group of seven collaborators composed of parents of children with type 1 diabetes, school nurses, and diabetes providers. 11 We generated and refined an initial set of items through a facilitated discussion with the collaborators led by the primary investigator. Subsequently, the collaborators reviewed each item to determine its appropriateness and relevance to the research goal and clarify the language used.…”

Section: Scale Developmentmentioning

confidence: 99%

Development and psychometric analysis of the D iabetes D evice C onfidence S cale for school nurses

et al. 2022

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Background: School nurses need to be equipped to help students with diabetes devices. No existing tools assess school nurse self-efficacy in using devices.Objective: To develop and evaluate the psychometric properties of a novel scale to measure school nurse confidence with diabetes devices.Research Design and Methods: We generated a list of items with community partners and examined logical validity. We then revised and distributed the item set to school nurses in Pennsylvania to examine aspects of structural validity, convergent validity, and internal consistency reliability. We used item response theory to refine the scale.Results: Facilitated discussion with collaborators generated an initial list of 50 potential items. Based upon the item-content validity index, we revised/eliminated 13 items. School nurses (n = 310) in Pennsylvania completed an updated 38-item scale; the majority had experience with insulin pumps or continuous glucose monitors. Exploratory factor analysis identified a one-factor solution, suggesting a unidimensional scale. We eliminated 13 additional items based upon significant inter-item correlation or skewed response patterns. Item response theory did not identify additional candidate items for removal. Despite a high degree of redundancy (Cronbach's alpha > 0.90), we retained all remaining items to maximize the future utility of the scale. Conclusion: The 25-item, unidimensional Diabetes Device Confidence Scale is a new tool to measure school nurse confidence with diabetes devices. This scale has future clinical, programmatic, and research applications. Combined with knowledge assessments, this scale can serve to evaluate school nurse device use readiness, assess training gaps, and tailor interventions.

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“…We used verbal probes to understand question comprehension. We took detailed notes which were reviewed by the research team and an existing group of community partners, consisting of providers, school nurses, and parents of children with T1D [25]. We revised questions following each interview until no new concerns arose prior to distribution.…”

Section: Survey Developmentmentioning

confidence: 99%

School-Based Diabetes Care: A National Survey of U.S. Pediatric Diabetes Providers

et al. 2023

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Objectives. To understand the practices, attitudes, and beliefs of type 1 diabetes (T1D) providers towards school-based diabetes care (SBDC), including counseling families and communicating with schools, and explore the barriers and facilitators which affect their support of SBDC. Research Design and Methods. We conducted a national survey of pediatric T1D providers about their perceived support of SBDC, including family counseling and school communication. We used descriptive statistics to analyze results and explored differences by practice size (<500, 500–999, and ≥1000 patients) and environment (academic vs nonacademic). Results. A total of 149 providers completed the survey. Nearly, all (95%) indicated SBDC was very important. Though most (63%) reported counseling families about SBDC multiple times per year, few (19%) spoke with school staff routinely, reporting that was a shared responsibility among different providers. Close to 90% agreed school feedback on T1D management plans would be helpful, yet only 31% routinely requested this input. Moderate to extremely significant barriers to SBDC communication included internal factors, such as staff resources (67%) and time (82%), and external factors, such as school nurse education needs (62%) and differing school district policies (70%). Individuals from large or academic practices reported more barriers in their knowledge of SBDC, including federal/state laws. Desired facilitators for SBDC included a designated school liaison (84%), electronic transmission for school forms (90%), and accessible school staff education (95%). Conclusions. Though providers universally agree that SBDC is important, there are multilevel internal (practice) and external (policy) barriers to facilitating a bidirectional relationship between schools and health teams.

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Evaluating the Impact of Stakeholder Engagement in a School-Based Type 1 Diabetes Study

Cited by 5 publications

References 23 publications

Structured Engagement of Community Partners to Revise a Pregnancy Options Counseling Curriculum for Pediatric Residents

Structured Engagement of Community Partners to Revise a Pregnancy Options Counseling Curriculum for Pediatric Residents

Development and psychometric analysis of the D iabetes D evice C onfidence S cale for school nurses

School-Based Diabetes Care: A National Survey of U.S. Pediatric Diabetes Providers

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