The effects of a peer-modeling film on children learning to self-inject insulin

Gilbert, Brenda O.; Johnson, Suzanne Bennett; Spillar, Rebecca; McCallum, Martha; Silverstein, Janet H.; Rosenbloom, Arlan L.

doi:10.1016/s0005-7894(82)80062-2

Cited by 48 publications

(12 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Ward (1984) supports the view that they provide by far the most efficient means of dissemination of facts to children/carers. However, a peer‐modelling film used to teach self‐injection technique was effective for 8–9‐year‐old girls, but not for younger children of either sex (Gilbert et al . 1982).…”

Section: Discussionmentioning

confidence: 99%

The paediatric diabetes specialist nurse and diabetes education in childhood

Llahana¹,

Poulton

Coates

2001

Journal of Advanced Nursing

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

The paediatric diabetes specialist nurse and diabetes education in childhood

Llahana¹,

Poulton

Coates

2001

Journal of Advanced Nursing

View full text Add to dashboard Cite

show abstract

“…Younger children exhibited significantly more distress than did older children. A few small studies support behavioral interventions for improving older children's self‐injection of insulin , but there are no studies of parent training to promote tolerance of insulin injections among YC‐T1D. Further, we could find no studies of YC‐T1D or their parents regarding tolerance of insertions of either insulin pump infusion sets or continuous glucose sensors.…”

Section: Individual Child Characteristicsmentioning

confidence: 93%

Type 1 diabetes in very young children: a model of parent and child influences on management and outcomes

et al. 2015

View full text Add to dashboard Cite

The incidence of type 1 diabetes (T1D) in very young children (YC-T1D) is increasing globally. Managing YC-T1D is challenging from both a medical and psychosocial perspective during this vulnerable developmental period when complete dependence upon parental caretaking is normative and child behavior is unpredictable. The consequences of suboptimal glycemic control during this age range are substantial since these children will have T1D for many years and they are prone to adverse neuropsychological sequelae. Poor adaptation to T1D during these early years may engender a persistent trajectory of negative outcomes that can be very resistant to change. The empirical research on the YC-T1D population (age <6 yr) has indicated multiple mechanisms through which parent characteristics, parent coping skills, and child characteristics interact to yield a pattern of T1D management behaviors that affect T1D outcomes. However, this research has not yet led to a well-conceived conceptual model for identifying and understanding these mechanisms or for specifying research gaps and future research directions. The aim of this review is to propose such a conceptual model linking parent characteristics, parent coping, and child characteristics to T1D management behaviors and outcomes. This article reviews the literature focusing on research pertinent to YC-T1D and elements of our proposed model, identifies and discusses gaps in the literature, offers directions for future research, and considers a range of possible interventions targeting the unique needs of this special population.

show abstract

“…Others have shown that diabetes knowledge and skill levels increase with age, but these studies have not yielded clinically practical guidelines (13)(14)(15)(16)(17)(18). These studies revealed correlations between age and specific IDDM knowledge or skills ranging from 0.45 to 0.75, suggesting that age is an imperfect marker of IDDM self-care autonomy and that other dimensions of psychological maturity require consideration in clinical and educational management of childhood diabetes.…”

mentioning

confidence: 99%