School of Health Sciences, University of Liverpool, Liverpool, UK.
Diabet Med. 2013 Jan;30(1):e17-24. doi: 10.1111/dme.12021.
Within a programme of research aiming to develop a technology-based educational intervention for young people with Type 1 diabetes, this study aimed to explore adolescents' and parents' experiences of living with Type 1 diabetes from an interpretive phenomenological perspective.
In-depth interviews were conducted with 20 adolescents with Type 1 diabetes from a diabetes clinic in North West England, and 27 of their parents.
Living with Type 1 diabetes in adolescence was characterized by three distinct stages: (1) adapting to the diagnosis; (2) learning to live with Type 1 diabetes; (3) becoming independent. Experiential learning was key to adolescents developing self-management skills and independence. Parents and health professionals were instrumental in facilitating environments that gave adolescents the freedom to learn through trial and error. They also provided the support, feedback and discussion necessary to facilitate such learning.
For adolescents to become independent in Type 1 diabetes self-management, they must develop capability through experiential learning. It is important that parents and health professionals understand the important role they play in this process and have the skills to support adolescents in this way. Data from this study have been used to develop an online interactive 'Adolescent Diabetes Needs Assessment Tool', which assesses individual learning and support needs to aid the process of feedback and discussion.
在一项旨在为 1 型糖尿病青少年开发基于技术的教育干预措施的研究计划中，本研究旨在从解释现象学的角度探讨青少年和家长的 1 型糖尿病生活体验。
对来自英格兰西北部一家糖尿病诊所的 20 名 1 型糖尿病青少年和他们的 27 名家长进行了深入访谈。
青少年时期患 1 型糖尿病的特点是三个不同的阶段：（1）适应诊断；（2）学会与 1 型糖尿病共存；（3）独立。体验式学习是青少年发展自我管理技能和独立性的关键。父母和卫生专业人员在为青少年提供通过试错学习的自由的环境方面发挥了重要作用。他们还提供了必要的支持、反馈和讨论，以促进这种学习。
为了让青少年在 1 型糖尿病自我管理方面实现独立，他们必须通过体验式学习发展能力。父母和卫生专业人员了解他们在这一过程中所扮演的重要角色，并具备以这种方式支持青少年的技能，这一点很重要。本研究的数据已被用于开发一种在线互动的“青少年糖尿病需求评估工具”，该工具评估个人的学习和支持需求，以帮助反馈和讨论的过程。
