Valéria de Cássia Sparapani1,2,3, Raphael D R Liberatore4,5, Elaine B C Damião6, Isa R de Oliveira Dantas3,7, Rosangela A A de Camargo3,8, Lucila C Nascimento3,8. 1. University of São Paulo at Ribeirão Preto College of Nursing, Ribeirão Preto, São Paulo, Brazil. 2. WHO Collaborating Centre for Nursing Research Development, Brazil. 3. Department of Maternal-Infant and Public Health Nursing, Avenida Bandeirantes, 3900, Ribeirão Preto, SP 14040-902, Brazil. 4. Pediatric Endocrinology-Pediatric Diabetology and Metabology Section, Department of Pediatrics, School of Medicine of Ribeirão Preto, University of São Paulo, Ribeirão Preto, SP, Brazil. 5. Rua Elzira Sammarco Palma, 400 casa 43, Ribeirão Preto, SP 14021-684, Brazil. 6. School of Nursing of University of São Paulo, Maternal-Child and Psychiatric Nursing Department, Av Dr Enéas de Carvalho Aguiar, 419 2° andar (ENP), São Paulo, SP 05403-000, Brazil. 7. University of São Paulo School of Nursing and the University of São Paulo at Ribeirão Preto College of Nursing, São Paulo, Brazil. 8. University of São Paulo at Ribeirão Preto College of Nursing, WHO Collaborating Center for Nursing Research Development, Brazil.
Abstract
BACKGROUND: Children with type 1 diabetes mellitus (T1DM) need to perform self-management activities at school and in other environments. Learning about their experiences at school is crucial to assist them in this challenging task. METHODS: Qualitative interviews were conducted with children with T1DM, aged between 7 and 12. A scenario was created and puppets were used during the interviews to help the participating children to communicate about school, daily routines, and experiences in diabetes management. Data were collected over a period of 1 year and analyzed according to content analysis procedures. RESULTS: Nineteen children, 13 boys and 6 girls, at the mean age of 9.8 ± 1.8 years and mean time since diagnosis of 3.3 years, participated in the study. Three themes were identified: lack of information on T1DM, diabetes self-care at school, and support received by the children. CONCLUSIONS: The study provides useful information to understand the children's experiences in managing the disease at school. The partnership between school staff, health teams, children with T1DM, and their families need to be enhanced to promote appropriate strategies that improve the management of diabetes in this setting.
BACKGROUND:Children with type 1 diabetes mellitus (T1DM) need to perform self-management activities at school and in other environments. Learning about their experiences at school is crucial to assist them in this challenging task. METHODS: Qualitative interviews were conducted with children with T1DM, aged between 7 and 12. A scenario was created and puppets were used during the interviews to help the participating children to communicate about school, daily routines, and experiences in diabetes management. Data were collected over a period of 1 year and analyzed according to content analysis procedures. RESULTS: Nineteen children, 13 boys and 6 girls, at the mean age of 9.8 ± 1.8 years and mean time since diagnosis of 3.3 years, participated in the study. Three themes were identified: lack of information on T1DM, diabetes self-care at school, and support received by the children. CONCLUSIONS: The study provides useful information to understand the children's experiences in managing the disease at school. The partnership between school staff, health teams, children with T1DM, and their families need to be enhanced to promote appropriate strategies that improve the management of diabetes in this setting.