School Nurses’ Management for Children and Adolescents with Diabetes

Abstract

The study purposes were to explore school nurses' experience, perceived barriers, and education needs in diabetes management at school. Methods: This study was a cross sectional study and the study participants were recruited conveniently at continuing education seminars for school nurses at Incheon Metropolitan City. Results: Data for 101 school nurses were analyzed. The nurses were all women and their mean age was 46.9 ± 9.3 years. About 66% of them had experience with children with diabetes at school. The school nurses reported that 74.6% of the students tested their blood glucose by themselves, the school clinic was the most common place for blood glucose tests (47.8%) and insulin injections (50.8%) and the nurses knew students' diagnosis through the student health survey (58.2%). About half of the nurses (53.7%) reported that glucagon should be available at school and 49.2% were willing to inject glucagon when necessary. The most frequently reported barrier in diabetes management was role confusion (6.0 ± 1.3) and the most common educational need was emergency responses (5.9 ± 1.4). Conclusions: School health policy for diabetes management and diabetes resources are necessary to minimize role confusion of school nurses, improve emergency response, and facilitate health promotion activities in diabetes management.

Factors Included in T1DM Continuing Education for Korean School Nurses: A Systematic Review

“…The findings reinforce the appropriateness and importance of a T1DM-specific evidencebased standardized approach of care in CE programs [6][7][8][9]15,17,[22][23][24][25][26]. In previous studies, educational workshops for school nurses were developed based on key components and evidence-based T1DM management [7,9,16,22].…”

“…These are described in Table 1 . Through an analysis by consensus of 17 studies, the following competencies were identified: strengthening competence in managing students with T1DM [ 6 , 7 , 8 , 9 , 15 , 16 , 17 , 22 , 23 , 24 , 25 ], facilitating networking with experts and peers [ 6 , 7 , 17 ], the perspective of the school nurse as a leader [ 15 , 17 , 22 , 23 , 24 , 25 , 26 ], the use of a T1DM-specific evidence-based standardized approach of care [ 7 , 8 , 9 , 15 , 17 , 22 , 23 , 24 , 25 , 26 ], supporting self-management to promote healthy learners [ 8 , 15 , 17 ], and communication and collaboration between key stakeholders [ 6 , 7 , 9 , 15 , 22 , 25 , 26 ].…”

“…Strengthening competence in managing students with T1DM was found to be an important competency [ 6 , 7 , 8 , 9 , 15 , 16 , 17 , 22 , 23 , 24 , 25 ]. Learning style preferences differed among school nurses.…”

“…Importantly, CE in this context should be developed based on a theoretical framework to identify key competencies to improve among school nurses [ 15 , 16 , 17 ]. The theoretical model used in the research incorporated Benner’s novice-to-expert theory [ 18 ] and the healthy learner model [ 9 ].…”

Frequency of Self-Monitoring of Blood Glucose during the School Day Is Associated with the Optimal Glycemic Control among Korean Adolescents with Type 1 Diabetes

“…Thirdly, proper diabetes-care system at school has not yet been established in Korea. One-third of Korean health teachers had no any experiences for managing students with diabetes [25].…”