An Ruo-Peng, Li Dan-Yi, Xiang Xiao-Ling
Brown School, Washington University in St. Louis, Saint Louis, MO 63130, United States.
School of Social Work, University of Michigan, Ann Arbor, MI 48109, United States.
World J Clin Cases. 2021 Jun 26;9(18):4709-4720. doi: 10.12998/wjcc.v9.i18.4709.
Diabetes is one of the most common chronic diseases of childhood. School plays an essential role in the management of student diabetes, which reduces the risk of short- and long-term diabetes complications and ensures that students are well-positioned for optimal academic performance and growth.
The aim of this review was to systematically identify and synthesize the literature concerning theory-based diabetes care interventions in K-12 schools in the United States. It critically assessed the specific role of theories and associated essential constructs in intervention design, implementation, outcome measurement, and evaluation.
Relevant literature was identified by keyword searches of the Cochrane Library, PubMed, and Web of Science.
Four interventions met the eligibility criteria and were included in the review. Of those, two evaluated online diabetes education programs for school personnel and the other two assessed in-person interventions. Three studies adopted a one-group pre-post study design, and the remaining one adopted a one-shot case-study design. Three of the interventions adopted social cognitive theory, and the remaining one was guided by the diffusion of innovations theory. Three studies identified core constructs of a theory as predictors of behavioral change. Two used theory to select or develop intervention techniques. Two studies used theory to customize participant intervention techniques. Two studies discussed their findings in the context of theory. No study used theory to select potential intervention participants.
In conclusion, despite the value of theory in intervention design and evaluation, theory-based diabetes interventions at school remain scarce. Future research may seek ways to better integrate theory and empirical research.
糖尿病是儿童期最常见的慢性病之一。学校在学生糖尿病管理中发挥着至关重要的作用，这可降低糖尿病短期和长期并发症的风险，并确保学生处于最佳学业表现和成长的有利位置。
本综述的目的是系统地识别和综合有关美国K-12学校基于理论的糖尿病护理干预措施的文献。它批判性地评估了理论及相关基本概念在干预设计、实施、结果测量和评估中的具体作用。
通过对Cochrane图书馆、PubMed和科学网进行关键词搜索来识别相关文献。
四项干预措施符合纳入标准并被纳入综述。其中，两项评估了针对学校工作人员的在线糖尿病教育项目，另外两项评估了面对面干预措施。三项研究采用了一组前后对照研究设计，其余一项采用了一次性案例研究设计。三项干预措施采用了社会认知理论，其余一项以创新扩散理论为指导。三项研究将理论的核心概念确定为行为改变的预测因素。两项研究使用理论来选择或开发干预技术。两项研究使用理论来定制参与者干预技术。两项研究在理论背景下讨论了他们的发现。没有研究使用理论来选择潜在的干预参与者。
总之，尽管理论在干预设计和评估中有价值，但学校基于理论的糖尿病干预措施仍然很少。未来的研究可能会寻求更好地整合理论和实证研究的方法。
