type1diabetes
Conditions
Keywords
adolescent, transition to adult care, type 1 diabetes
Brief summary
A brief, nurse-led educational intervention using motivational interviewing substantially improved general and disease-specific self-management skills in youth with type 1 diabetes.
Detailed description
Introduction and Objectives: For youth with chronic health conditions, adolescence is associated with a deterioration of disease self-management and poor health outcomes. Effective interventions are needed to prepare youth for transition to adulthood and adult care. To prospectively assess the impact of an education program based on motivational interviewing on self-management skills and glycemic control in youth with Type 1 diabetes (T1D). Methods: After parental consent and youth assent, investigators prospectively randomized 66 adolescents 13-18 years old with type 1 diabetes to either usual care (regular medical consultation) or usual care supplemented by sessions with a nurse educator using a motivational interviewing (MI) approach and goal setting based on responses to the Transition Readiness Assessment Questionnaire (TRAQ) and T1D specific self-management skills. Primary outcomes were TRAQ change scores and HbA1c levels between baseline and 6 months.
Interventions
OTHERMotivational interviewing
a health education program based on motivational interviewing provided by a nurse
Sponsors
Université de Sousse
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
QUADRUPLE (Subject, Caregiver, Investigator, Outcomes Assessor)
Intervention model description
78 were screened and 66 youth were randomized to 2 groups of 33 each and followed for 6 months with data collection at time zero, 3 months and 6 months.
Eligibility
Sex/Gender
ALL
Age
13 Years to 18 Years
Healthy volunteers
No
Inclusion criteria
* Being diagnosed with type 1 diabetes * Having an age between 13 and 18 years
Exclusion criteria
* Having a neurological disability (epilepsy, autism) * Having a significant intellectual delay, which might have affected their ability to understand the content of the program
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Transition Readiness Assessment Questionnaire (TRAQ) scores | Change from Baseline TRAQ score at 6 months | The TRAQ includes 20 items divided into five subscales: 1) Appointment keeping (7 questions; e.g., Do you call the doctor's office to make an appointment?) 2) Tracking health issues (4 questions; e.g., Do you keep a calendar or list of medical and other appointments?); 3) Managing medications (4 questions; e.g., Do you know what to do if you are having a bad reaction to your medications?); 4) Talking with healthcare providers (2 questions; e.g. Do you tell the doctor or nurse what you are feeling?); 5) Managing daily activities (3 questions; e.g. Do you help plan or prepare meals/food?). Each question has the same Liker response set from 1 to 5 using the Stages of Change Transtheoretical Model as a framework. A minimum score of ''1'' is assigned to the responses 'No, I don't know how' while a maximum score of '' 5 '' is assigned to responses labeled Yes, I always do it when I need it. Higher scores mean better outcome. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Hemoglobin glycated values | Change from Baseline Hemoglobin glycated values at 6 months | Hemoglobin glycated values |
Countries
Tunisia
Outcome results
None listed