Neesha Ramchandani1, Laura L Maguire2, Kailyn Stern1, Jose B Quintos3, Mary Lee2, Susan Sullivan-Bolyai4. 1. New York University College of Nursing, NY, NY, USA. 2. University of Massachusetts Worcester, Worcester, MA, USA. 3. Rhode Island Hospital, Providence, RI, USA. 4. New York University College of Nursing, NY, NY, USA. Electronic address: ssb7@nyu.edu.
Abstract
OBJECTIVE:Parents who have a child newly diagnosed with type 1 diabetes (T1D) must quickly learn daily diabetes self-management. An RCT was conducted using human patient simulation (HPS) to enhance parents learning diabetes self-management with children with new-onset T1D. The purpose of this study was to describe parents' perspectives of using HPS to augment diabetes education. METHODS: A qualitative descriptive design was used with open-ended in-depth interviews of parents (n=49) post-intervention. Qualitative directed content analysis was used. RESULTS: The majority of parents were positive about learning with HPS. Although a few parents said the HPS was "hokey" or "creepy," most reported the visual and hands-on learning was realistic and very beneficial. Seeing a seizure increased their fear although they would have panicked if they had not had that learning experience, and it helped build their diabetes self-management confidence. Recommendations included teaching others with the HPS (grandparents, siblings, babysitters, and school nurses). CONCLUSION:HPS-enhanced education is an acceptable and viable option that was generally well-received by parents of children with new-onset T1D. PRACTICE IMPLICATIONS: The technique should be studied with parents of children with other chronic illnesses to see if the benefits found in this study are applicable to other settings.
RCT Entities:
OBJECTIVE: Parents who have a child newly diagnosed with type 1 diabetes (T1D) must quickly learn daily diabetes self-management. An RCT was conducted using humanpatient simulation (HPS) to enhance parents learning diabetes self-management with children with new-onset T1D. The purpose of this study was to describe parents' perspectives of using HPS to augment diabetes education. METHODS: A qualitative descriptive design was used with open-ended in-depth interviews of parents (n=49) post-intervention. Qualitative directed content analysis was used. RESULTS: The majority of parents were positive about learning with HPS. Although a few parents said the HPS was "hokey" or "creepy," most reported the visual and hands-on learning was realistic and very beneficial. Seeing a seizure increased their fear although they would have panicked if they had not had that learning experience, and it helped build their diabetes self-management confidence. Recommendations included teaching others with the HPS (grandparents, siblings, babysitters, and school nurses). CONCLUSION:HPS-enhanced education is an acceptable and viable option that was generally well-received by parents of children with new-onset T1D. PRACTICE IMPLICATIONS: The technique should be studied with parents of children with other chronic illnesses to see if the benefits found in this study are applicable to other settings.
Authors: Tonja R Nansel; Barbara J Anderson; Lori M B Laffel; Bruce G Simons-Morton; Jill Weissberg-Benchell; Tim Wysocki; Ronald J Iannotti; Grayson N Holmbeck; Korey K Hood; Amanda S Lochrie Journal: Pediatr Diabetes Date: 2008-08-20 Impact factor: 4.866
Authors: Catherine K Allan; Ravi R Thiagarajan; Dorothy Beke; Annette Imprescia; Liana J Kappus; Alexander Garden; Gavin Hayes; Peter C Laussen; Emile Bacha; Peter H Weinstock Journal: J Thorac Cardiovasc Surg Date: 2010-06-08 Impact factor: 5.209
Authors: Randi Streisand; Eleanor R Mackey; Brenda M Elliot; Lauren Mednick; Ina M Slaughter; Jane Turek; Audrey Austin Journal: Patient Educ Couns Date: 2008-11
Authors: Michelle L Katz; Lisa K Volkening; Deborah A Butler; Barbara J Anderson; Lori M Laffel Journal: Pediatr Diabetes Date: 2013-08-05 Impact factor: 4.866