Abstract
Purpose
To explore children's and parents' experiences of the child being diagnosed with type
1 diabetes and receiving diabetes education during hospitalisation.
Design and methods
A qualitative interpretive design was applied. Semi-structured interviews with 15
children and their parent(s) were conducted. Data were analysed via thematic analysis.
Results
The analysis revealed three themes: To be diagnosed with diabetes turns one's world
upside down; It is positive to meet friendly and helpful healthcare professionals;
and Diabetes education is overwhelming but required.
Conclusions
To be hospitalised and receive a diabetes diagnosis is overwhelming. The family must
learn, in a short time, the basic skills to manage the condition. While learning,
the child may fluctuate between being active and passive. In this vulnerable situation,
it is positive to meet helpful healthcare professionals. Children find the motivation
to learn, as they want to self-manage and be independent. All necessary education
is given, but often the families would like to be more actively involved in the teaching.
Sometimes, the teaching is also very compressed.
Practice implications
It is important to be aware of the vulnerable situation of the family and to adjust
education to the fluctuations of the child. Teaching should be simplified and broken
down stepwise, using pictures, artefacts, etc., to support the learning. More involvement
may make education even more engaging and interesting. It has to be considered whether
the education can be compressed into too short a time, making it difficult to transfer
to the everyday lives of the families.
Keywords
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Article info
Publication history
Published online: October 25, 2022
Accepted:
October 11,
2022
Received in revised form:
October 1,
2022
Received:
January 29,
2022
Identification
Copyright
© 2022 Published by Elsevier Inc.
