在中学发展1型糖尿病的自我管理:谁负责? 一个定性研究
Lisa Gardener1, Helen Bourke-Taylor2, Laura Desha3
1Lisa Gardener, BOccThy, is PhD Candidate, School of Health and Rehabilitation, The University of Queensland, St. Lucia, Queensland, Australia; lisa.gardener@uq.edu.au.
概括
患有1型糖尿病 (T1D) 的青少年主要与父母合作,进行学校糖尿病自我管理 (DSM). 需要改善沟通和定义角色,以加强参与和独立.
科学领域:
- 儿科内分泌学 儿科内分泌学
- 青少年健康 青少年健康
- 职业疗法 职业疗法 职业疗法
背景情况:
- 1型糖尿病 (T1D) 的管理需要显著的自我管理技能.
- 青少年正在过渡到对糖尿病自我管理 (DSM) 的更大责任.
- 了解青少年在学校分享T1D管理的经验是有限的.
研究的目的:
- 调查青少年对在学校环境中分享T1D管理责任的看法.
- 探索职业治疗在支持T1D青少年在学校的作用.
主要方法:
- 使用半结构面试进行的描述性定性设计.
- 对11名患有T1D的青少年 (15-16岁) 的数据进行主题分析.
- 关于学校责任分担的连续解释混合方法研究的第二阶段.
主要成果:
- 青少年主要与家长合作,以学校为基础的DSM,医疗保健专业人员和教师的参与有限.
- 青少年认为大多数DSM任务的所有权,独立目标有时限制了共同责任.
- 分碎的,以风险为重点的沟通模式和青少年参与度有限导致学校参与率下降.
结论:
- 青少年重视与家长的相互依存伙伴关系,以在学校管理T1D,与共同职业原则保持一致.
- 有效的责任分担需要清晰,频繁,支持自主性的,以团队为基础的沟通.
- 加强青少年参与和明确的角色分配可以改善健康习惯和学校参与.
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