Cook Sandy, Herold Kevan, Edidin Deborah V, Briars Rosemary
University of Chicago,Chicago, Illinois
Columbia University, New York
Diabetes Educ. 2002 Jan-Feb;28(1):115-24. doi: 10.1177/014572170202800113.
The purpose of this pilot study was to test the hypothesis that adolescents with type 1 diabetes can learn to become better problem solvers in diabetes self-care and thereby improve their metabolic control.
Fifty-three adolescents aged 13 to 17 with type 1 diabetes were randomly assigned to either a 6-week problem-solving diabetes education program or to a control group (usual care). A1C levels were obtained as well as assessments of problem solving, frequency of behavior, level of responsibility, and 24-hour behavior recall at baseline and 6 months.
The experimental group participants showed significantly improved problem-solving test scores and A1C values from baseline to 6 months, changes not evident in the control group. At 6 months, the experimental group participants were doing blood glucose testing more often than those in the control group. However, there was no significant difference in problem-solving test scores or A1C values.
This 6-week intervention for adolescents with diabetes resulted in better problem-solving skills, more frequent blood glucose testing, and improved A1C values. The results suggest that a diabetes problem-solving program for adolescents can be effective in improving metabolic control.
本试点研究的目的是检验以下假设：1型糖尿病青少年能够学会在糖尿病自我护理中成为更好的问题解决者，从而改善其代谢控制。
53名年龄在13至17岁的1型糖尿病青少年被随机分配到一个为期6周的问题解决糖尿病教育项目或对照组（常规护理）。在基线和6个月时获取糖化血红蛋白（A1C）水平，以及问题解决能力、行为频率、责任水平和24小时行为回忆的评估结果。
从基线到6个月，实验组参与者的问题解决测试分数和A1C值显著改善，而对照组未出现明显变化。在6个月时，实验组参与者比对照组参与者更频繁地进行血糖检测。然而，问题解决测试分数或A1C值没有显著差异。
这项针对糖尿病青少年的为期6周的干预措施带来了更好的问题解决技能、更频繁的血糖检测以及改善的A1C值。结果表明，针对青少年的糖尿病问题解决项目可以有效改善代谢控制。
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