Type 1 Diabetes (T1D)
Conditions
Keywords
Type 1 Diabetes, Children, Educational Staff, Primary Schools,Kindergartens
Brief summary
Type 1 diabetes is a chronic autoimmune disease that requires continuous monitoring and regulation of glycemia. Children with type 1 diabetes face challenges that can disrupt their daily routines in school and kindergarten. This includes the need for self-monitoring, continuous blood sugar measurement, insulin administration, proper nutrition, regular physical activity, and timely interventions in cases of hypoglycemia or hyperglycemia. Therefore, children with diabetes often require support from educational staff, including teachers, preschool educators, and other professional personnel while attending educational institutions. A safe and supportive (pre)school environment is crucial for maintaining the health and well-being of children with type 1 diabetes. Teachers and preschool educators, as key actors in the daily (pre)school life of the child, play an important role in recognizing disease symptoms and managing emergencies. However, research shows that many teachers lack sufficient knowledge about the symptoms of diabetes and the necessary procedures in emergencies, which can endanger the health and safety of the child, as well as their equal participation in educational activities.
Interventions
BEHAVIORALEducation Program
This intervention consists of a structured educational program specifically designed for educational staff in primary schools and kindergartens, focusing on the care of children with type 1 diabetes. The program includes interactive lectures, practical workshops, and case studies covering diabetes management, symptom recognition, emergency procedures, and day-to-day support for children with type 1 diabetes in educational settings. Unlike standard informational sessions or general health education, this intervention is tailored to address the unique challenges and responsibilities faced by school and kindergarten staff. The program is delivered in-person by certified diabetes educators and includes pre- and post-training assessments to measure changes in knowledge, perceptions, and attitudes. Participants are tracked using unique codes to allow for longitudinal comparison of results before, immediately after, and three months following the intervention.
Sponsors
Sibenik University of Applied Sciences
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Educational staff employed in primary schools and/or kindergartens within the study area * Individuals willing to participate who have provided informed consent * Participants available for all planned assessments during the study period.
Exclusion criteria
* Educational staff who have type 1 diabetes themselves, to avoid bias in the assessment of knowledge, perceptions, and attitudes due to personal experience with the disease * Educational staff who have close family members (parent, child, spouse, sibling) diagnosed with type 1 diabetes, as personal experiences and additional knowledge gained through family circumstances could affect the objectivity of the results * Individuals unable to participate in all phases of the study (e.g., due to planned absence or other reasons) * Individuals who are unwilling or unable to provide informed consent * This description clearly defines who is eligible and who is excluded from participation, ensuring the representativeness and objectivity of the study sample.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in the perception, knowledge, and attitudes of educational staff regarding the care of children with type 1 diabetes | Before the educational program Immediately after the educational program The entire study is scheduled to be conducted over a period of 10 months | Primary Outcome: The primary outcome will be assessed by measuring the difference in the total score on a comprehensive, structured questionnaire designed to evaluate the perception, knowledge, and attitudes of educational staff regarding the care of children with type 1 diabetes. The questionnaire is administered before and immediately after participation in the educational program, as well as three months post-intervention. The objective is to quantify the immediate and sustained effects of the intervention on participants' understanding and preparedness to support children with type 1 diabetes in educational settings. Time Frame: Assessment will be conducted at three time points: prior to the start of the educational program (baseline) immediately after completion of the program. Instrument: The instrument used is a structured questionnaire specifically developed for this study. It is a compilation of seven previously validated instruments |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Sustainability of Changes in Knowledge, Perception, and Attitudes | Three months after completion of the educational program | This outcome will assess the sustainability of changes in educational staff's knowledge, perceptions, and attitudes regarding the care of children with type 1 diabetes. The difference in total scores on the same structured questionnaire will be measured three months after the educational program, compared to both baseline and immediate post-intervention results. This analysis aims to determine whether the improvements observed immediately after the intervention are maintained over time, indicating lasting impact of the educational program on participants' competencies and attitudes. Instrument: The same structured questionnaire developed specifically for this study, which is a compilation of seven previously validated instruments covering all relevant aspects of diabetes care in educational settings. This tool has undergone expert review and pilot testing to ensure its validity and reliability within the target population. |
Countries
Croatia
Outcome results
None listed