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对青少年和家长的结构化1型糖尿病教育计划的评估:青少年有权积极管理1型糖尿病 (TEAM T1)

Virginia Hagger^1,2, Christel Hendrieckx^2,3,4, Andrew Cotterill⁵

¹School of Nursing & Midwifery, Centre for Quality & Patient Safety, Deakin University, Burwood, Victoria, Australia.

Diabetic medicine : a journal of the British Diabetic Association

|February 6, 2026

概括

结构化糖尿病教育改善了1型糖尿病青少年的自我效能. 虽然整体结果没有改变,但一些青少年的糖尿病痛苦减少,HbA1c改善,表明有针对性的好处.

科学领域:

儿科内分泌学儿科内分泌学
青少年心理学青少年心理学
糖尿病管理糖尿病管理

背景情况:

1型糖尿病需要由青少年和家长进行密集管理.
心理教育课程旨在提高应对和自我管理技能.
评估这些计划对心理和临床结果的影响至关重要.

研究的目的:

评估青少年有权积极管理1型糖尿病 (TEAM T1) 计划的有效性.
在青少年和家长中检查糖尿病困扰,自我效能,家庭冲突和HbA1c的变化.
评估在日常护理中提供结构化糖尿病教育后的结果.

主要方法:

一个准实验性设计被用来评估结果.
团队T1计划涉及5天的青少年教育和2天的家长教育.
这些措施包括糖尿病困扰 (PAID),糖尿病管理自我有效性 (DMSE),与糖尿病相关的家庭冲突 (DRFC) 和基线,3个月和12个月的HbA1c.

主要成果:

糖尿病管理的自我有效性在计划后3个月增加.
基线糖尿病焦虑度较高的青少年显示焦虑度有所降低.
在基线水平高的人群中,HbA1c降低,但在基线水平较低的人群中增加;父母糖尿病困境也减少.
在12个月后,在整体糖尿病困扰,家庭冲突或HbA1c方面没有发现显著变化.

结论:

TEAM T1计划并没有显著改善整体心理或临床结果.
然而,它在青少年的特定亚组中增加了自我效能和减少了痛苦.
该项目的重点是监测并没有使痛苦恶化,并且可能对家庭动态产生积极影响.

关键词:

青少年青少年青少年教育教育教育教育的教育.这是一种强化胰岛素治疗.父母父母父母父母父母父母父母父母父母父母父母父母父母心理上的心理心理上的心理.自主管理的自我管理.第1类糖尿病 1型糖尿病

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