Modern diabetes devices in the school setting: Perspectives from school nurses

School nurses' perceptions regarding barriers and facilitators in caring for children with chronic diseases in school settings: A mixed studies review

“…First, lack of knowledge was a perceived barrier to school health care. School nurses showed a lack of full knowledge on epilepsy, in the sense that they were proficient about some aspects, and did not know other facets (Toli, Sourtzi, Tsoumakas, & Kalokerinou‐Anagnostopoulou, 2013); they also lacked knowledge about modern devices for diabetes treatment (March et al, 2020). School nurses also reported lacking awareness related to psychogenic non‐epileptic events (Terry & Trott, 2019) and existing asthma action plans (Gibson‐Young, Waldrop, Lindahl, & Buckner, 2020), information required for seizure management (Terry et al, 2016; Terry & Trott, 2019), and medical emergency preparedness (Toli et al, 2013).…”

“…Second, school nurses also identified communication with health care providers as a barrier (Liberatos et al, 2013; Pappalardo et al, 2019; Quaranta & Spencer, 2016; Svavarsdottir et al, 2013; Williams et al, 2019). The lack of collaboration between school nurses and primary care providers often meant that school nurses had to rely on parents' daily management decisions (March et al, 2020). School nurses also felt practical limitations related to difficulties communicating with doctors and busy parents, and a lack of interdisciplinary communication (Wang & Volker, 2013).…”

“…Second, school nurses reported that a team‐based approach, including effective communication and collaboration with parents, school staff, and health care providers, could facilitate school health care (Allen et al, 2012; Garwick et al, 2015; March et al, 2020; Seki et al, 2017; Thorstensson et al, 2016; Williams et al, 2019). They expressed a greater need for collaboration between schools, families, and health care providers than other school professionals (Berger et al, 2018).…”

Intermittently scanned continuous glucose monitoring is associated with high satisfaction but increased HbA1c and weight in well‐controlled youth with type 1 diabetes

“…However, deficiencies to support diabetes self‐care in the young contribute to poor glycemic control and subsequent poorer educational attainment 43 . The ever‐growing list of technological innovations to be used in the management of diabetes does not make it easier for school personnel to oversee diabetes self‐management 44 . Differences between capillary glucose values and sensor readings should be explained to school personnel to avoid wrong treatment decisions due to poor knowledge of the device, complemented with frequent updates when new information is available 45 …”

“…43 The evergrowing list of technological innovations to be used in the management of diabetes does not make it easier for school personnel to oversee diabetes self-management. 44 Differences between capillary glucose values and sensor readings should be explained to school personnel to avoid wrong treatment decisions due to poor knowledge of the device, complemented with frequent updates when new information is available. 45 This single-center unselected pediatric population was wellcontrolled at baseline with mean HbA1c of 7.2% (55 mmol/mol), which is better than what has been reported for other studies assessing the impact of isCGM, [14][15][16]28,46,47 for general populations followed through diabetes registries, [48][49][50][51] and even for the whole Belgian pediatric population.…”