Department of Health Sciences, University West, Trollhättan, Sweden.
J Clin Nurs. 2018 Mar;27(5-6):e1171-e1178. doi: 10.1111/jocn.14235. Epub 2018 Jan 30.
To describe and analyse coach-parents' development process when supporting parents of children recently diagnosed with type 1 diabetes mellitus (T1DM).
It has been found repeatedly that providing social support for families with a child diagnosed with T1DM promotes health and well-being for both the child and the parents. Less explored are the processes experienced by those who provide this support. However, research has found that acting as a provider of social support promotes personal development, strengthens communication skills and increases self-confidence.
The study design was based on Constructivist Grounded Theory, and data were collected, through repeated focus-group discussions, from eight coach-parents at a Swedish hospital from 2012-2015.
The core category in the data was identified as a learning process where coach-parents emphasised their own learning in the dyad supporter-supported, and in the interaction with other parents in the repeated focus-group discussions. The coach-parents' motivation for participation was a wish to learn more and to help other parents in a life-changing situation. They also pointed out hindrances and their frustration when unable to provide support.
This study leads to the conclusion that people who provide support benefit from doing so. Encountering people with similar experiences in a supportive situation promotes a reciprocal learning process, based on the supporter's wish to help people in a situation they recognise. A further conclusion is that social support is not only essential initially, but is also important over a longer period and that it follows various life stages.
Setting up repeated focus-group discussions might be a relevant and effective tool for paediatric diabetes nurses to use in promoting health and well-being for both families with a newly diagnosed child and experienced families.
描述和分析在支持最近被诊断出患有 1 型糖尿病的儿童的父母时，教练-家长的发展过程。
已经反复发现，为被诊断出患有 1 型糖尿病的家庭提供社会支持可以促进孩子和父母的健康和幸福感。然而，那些提供这种支持的人的经历过程则较少被探讨。但是，研究发现，充当社会支持的提供者可以促进个人发展，增强沟通技巧并提高自信心。
本研究设计基于建构主义扎根理论，数据通过重复的焦点小组讨论，从 2012 年至 2015 年从瑞典一家医院的 8 位教练家长那里收集。
数据中的核心类别被确定为学习过程，在该过程中，教练家长在支持者和被支持者的二元关系中强调了自己的学习，并且在重复的焦点小组讨论中与其他父母进行互动。教练家长参与的动机是希望更多地学习并帮助处于生活变化中的其他父母。他们还指出了在无法提供支持时的阻碍和挫败感。
这项研究得出的结论是，提供支持的人会从中受益。在支持性环境中遇到具有相似经历的人可以促进互惠的学习过程，这是基于支持者帮助他们认识到的处于某种情况的人的愿望。另一个结论是，社会支持不仅在最初阶段很重要，而且在较长时期内也很重要，并且它遵循各种生活阶段。
重复焦点小组讨论可能是儿科糖尿病护士用来促进新诊断出的儿童及其有经验的家庭健康和幸福感的一种相关且有效的工具。
