Technology-based approaches to patient education for young people living with diabetes: A systematic literature review

Faculty of Health and Social Care, University of Chester, Chester, CH1 4BJ UK.
Pediatric Diabetes (Impact Factor: 2.57). 05/2009; 10(7):474-83. DOI: 10.1111/j.1399-5448.2009.00509.x
Source: PubMed


Cooper H, Cooper J, Milton B. Technology-based approaches to patient education for young people living with diabetes: a systematic literature review.

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    • "Games have been applied to promote healthy behavior in children[49] and to educate patients[50]. Serious game-based patient education has also been shown to increase the treatment adherence among adolescents with leukemia in an RCT [51]. The characters in educational games can include mentors who facilitate learning by providing guidance in the game[36] [52]. "
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    ABSTRACT: Younger generations are extensive users of digital devices; these technologies have always existed and have always been a part of their lives. Video games are a big part of their digital experience. User-centered design is an approach to designing systems informed by scientific knowledge of how people think, act, and coordinate to accomplish their goals. There is an emerging field of intervention research looking into using these techniques to produce video games that can be applied to healthcare. Games with the purpose of improving an individual's knowledge, skills, or attitudes in the " real " world are called " Serious Games ". Before doctors and patients can consider using Serious Games as a useful solution for a health care-related problem, it is important that they first are aware of them, have a basic understanding of what they are, and what, if any, claims on their effectiveness exist. In order to bridge that gap, we have produced this concise overview to introduce physicians to the subject at hand.
    MEDINFO 2015: eHealth-enabled Health; 08/2015
    • "Given that education is a complex intervention, the research programme followed the Medical Research Council's (MRC) framework for the design and evaluation of such interventions (Craig et al. 2008). At the beginning, we completed two systematic reviews: one on educational technologies for young people living with T1D (Cooper et al. 2009) and another of the qualitative literatures on adolescence and T1D (Spencer et al. 2010). Findings from the first review revealed that educational technologies improved knowledge, psychosocial well-being and self-care skills, with trends towards improving glycaemic control. "

    Diabetic Medicine 03/2015; 32:3-4. · 3.12 Impact Factor
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    • "While research shows that individual and group face-to-face interventions have been effective, the internet is one potential avenue for improving the accessibility of interventions that may otherwise be difficult to access due to geographic and social isolation. There is growing evidence for the efficacy of online mental and physical health interventions targeting young people (see [42-44]) and for parents of young people with T1D [45] demonstrating the viability of an internet intervention for adolescents with T1D and their parents. An internet-based intervention is also likely to be more engaging for adolescents who are early adopters of new technology [46], and for parents and adolescents for whom access to conventional services is not possible due to geographical and/or social isolation (e.g., due to study or work commitments). "
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    ABSTRACT: Management of Type 1 diabetes is associated with substantial personal and psychological demands which are often exacerbated during adolescence thus placing young people at significant risk for mental health problems. Supportive parenting can mitigate these risks, however the challenges and stresses associated with parenting a child with a chronic illness can interfere with a parent's capacity to parent effectively. Therefore, interventions that provide support for both the adolescent and their parents are needed to prevent mental health problems in adolescents; to build and maintain positive parent-adolescent relationships; and to empower young people to better self-manage their Type 1 diabetes. This paper presents the research protocol for a study evaluating the efficacy of the Nothing Ventured Nothing Gained online adolescent and parenting intervention. The intervention aims to improve the mental health outcomes of adolescents with Type 1 diabetes.Method/design: A randomized controlled trial using repeated measures with two arms (intervention and wait-list control) will be used to evaluate the efficacy and acceptability of the online intervention. Approximately 120 adolescents with Type 1 diabetes, aged 13-18 years and one of their parents/guardians will be recruited from pediatric diabetes clinics across Victoria, Australia. Participants will be randomized to receive the intervention immediately or to wait 6 months before accessing the intervention. Adolescent, parent and family outcomes will be assessed via self-report questionnaires at three time points (baseline, 6 weeks and 6 months). The primary outcome is improved adolescent mental health (depression and anxiety). Secondary outcomes include adolescent behavioral (diabetes self-management and risk taking behavior), psychosocial (diabetes relevant quality of life, parent reported child well-being, self-efficacy, resilience, and perceived illness benefits and burdens); metabolic (HbA1c) outcomes; parent psychosocial outcomes (negative affect and fatigue, self-efficacy, and parent experience of child illness); and family outcomes (parent and adolescent reported parent-adolescent communication, responsibility for diabetes care, diabetes related conflict). Process variables including recruitment, retention, intervention completion and intervention satisfaction will also be assessed. The results of this study will provide valuable information about the efficacy, acceptability and therefore the viability of delivering online interventions to families affected by chronic illnesses such as Type 1 diabetes.Trial registration: Australian New Zealand clinical trials registry (ANZCTR); ACTRN12610000170022.
    BMC Public Health 12/2013; 13(1):1185. DOI:10.1186/1471-2458-13-1185 · 2.26 Impact Factor
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