Grey M, Kanner S, Lacey K O
Yale University School of Nursing, New Haven, Connecticut 06536-0740, USA.
Diabetes Educ. 1999 Nov-Dec;25(6 Suppl):25-33. doi: 10.1177/014572179902500620.
The purposes of this paper are to (1) review the literature on educational interventions for children and adolescents; (2) determine what kinds of interventions have been studied, how effective they are, and their outcomes; and (3) develop recommendations for further research in the field.
An integrative literature review approach was used. Articles were included in this review if they met the criteria of being an empirical study reporting results of an intervention whose primary subjects were children with type 1 diabetes and/or their families, and published between 1980 and January 1, 1999. Of the 59 articles identified, 41 met these criteria.
The majority of the studies focused on adolescents. Results suggested that traditional educational interventions are successful in increasing knowledge but less successful in increasing quality of life or improving metabolic control. Psychosocial and family interventions (coping skills training) have been more successful in both quality-of-life and metabolic outcomes.
There is much work to be done to strengthen our understanding of what works under what conditions. More studies of younger children, minority youth, and families are needed using well-controlled experimental designs with adequate samples.
本文的目的是：（1）回顾关于儿童和青少年教育干预措施的文献；（2）确定已研究的干预措施类型、其有效性及结果；（3）为该领域的进一步研究提出建议。
采用综合文献综述法。若文章符合以下标准，则纳入本综述：为实证研究，报告以1型糖尿病患儿和/或其家庭为主要对象的干预措施结果，且发表于1980年至1999年1月1日之间。在确定的59篇文章中，41篇符合这些标准。
大多数研究聚焦于青少年。结果表明，传统教育干预措施在增加知识方面取得成功，但在提高生活质量或改善代谢控制方面成效较小。心理社会和家庭干预措施（应对技能培训）在生活质量和代谢结果方面更为成功。
要加强我们对在何种条件下何种措施有效的理解，还有很多工作要做。需要使用样本充足的严格对照实验设计，对年幼儿童、少数族裔青少年及其家庭开展更多研究。
