{"title":"学校护士支持1型糖尿病学生的能力：一项混合方法的系统评价。","authors":"Ju-Yeon Uhm , Suhee Kim","doi":"10.1016/j.nedt.2024.106554","DOIUrl":null,"url":null,"abstract":"<div><div>Aim</div><div>To evaluate school nurse and family-reported perceptions of school nurse competencies in supporting students with Type 1 diabetes.</div></div><div><h3>Design</h3><div>Mixed methods systematic review of the Joanna Briggs Institute methodology.</div></div><div><h3>Data sources</h3><div>Five academic databases (PubMed, Cumulative Index to Nursing and Allied Health Literature, Web of Science, Embase, and Research Information Sharing Service) were used as data sources.</div></div><div><h3>Review methods</h3><div>Qualitative, quantitative, and mixed-method studies published between 2014 and 2023 were included. Two authors independently assessed the eligibility and quality of the included studies. The quality of the included studies was evaluated using a mixed methods assessment tool.</div></div><div><h3>Results</h3><div>Thirteen qualitative studies, 11 quantitative studies, seven non-randomized studies, and four mixed studies met the inclusion criteria. Consequently, five competencies and 11 sub-competencies were derived under two themes. The two themes were “demand for training in school diabetes care” and “demand for more active cooperation.” In particular, the literature confirmed challenges in school nurses' utilization of diabetes devices despite moderate to high confidence in basic diabetes care tasks.</div></div><div><h3>Conclusions</h3><div>This systematic review offered useful information from the perspective of stakeholders (school nurses, parents, and students) regarding school nurses' competencies in caring for students with T1D. This can help us understand the various tasks and requirements faced by school nurses, and future capacity development interventions for school nurses that consider these are needed.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106554"},"PeriodicalIF":3.6000,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"School nurses' competency in supporting students with type 1 diabetes: A mixed methods systematic review\",\"authors\":\"Ju-Yeon Uhm , Suhee Kim\",\"doi\":\"10.1016/j.nedt.2024.106554\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>Aim</div><div>To evaluate school nurse and family-reported perceptions of school nurse competencies in supporting students with Type 1 diabetes.</div></div><div><h3>Design</h3><div>Mixed methods systematic review of the Joanna Briggs Institute methodology.</div></div><div><h3>Data sources</h3><div>Five academic databases (PubMed, Cumulative Index to Nursing and Allied Health Literature, Web of Science, Embase, and Research Information Sharing Service) were used as data sources.</div></div><div><h3>Review methods</h3><div>Qualitative, quantitative, and mixed-method studies published between 2014 and 2023 were included. Two authors independently assessed the eligibility and quality of the included studies. The quality of the included studies was evaluated using a mixed methods assessment tool.</div></div><div><h3>Results</h3><div>Thirteen qualitative studies, 11 quantitative studies, seven non-randomized studies, and four mixed studies met the inclusion criteria. Consequently, five competencies and 11 sub-competencies were derived under two themes. The two themes were “demand for training in school diabetes care” and “demand for more active cooperation.” In particular, the literature confirmed challenges in school nurses' utilization of diabetes devices despite moderate to high confidence in basic diabetes care tasks.</div></div><div><h3>Conclusions</h3><div>This systematic review offered useful information from the perspective of stakeholders (school nurses, parents, and students) regarding school nurses' competencies in caring for students with T1D. This can help us understand the various tasks and requirements faced by school nurses, and future capacity development interventions for school nurses that consider these are needed.</div></div>\",\"PeriodicalId\":54704,\"journal\":{\"name\":\"Nurse Education Today\",\"volume\":\"146 \",\"pages\":\"Article 106554\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2024-12-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Education Today\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0260691724004647\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691724004647","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
摘要
目的评估学校护士和家庭报告的学校护士在支持1型糖尿病学生方面的能力。设计：混合方法对乔安娜布里格斯研究所方法论的系统回顾。数据来源：五个学术数据库（PubMed、护理与相关健康文献累积索引、Web of Science、Embase和研究信息共享服务）作为数据来源。综述方法：纳入2014 - 2023年间发表的定性、定量和混合方法研究。两位作者独立评估纳入研究的资格和质量。使用混合方法评估工具评估纳入研究的质量。结果：13项定性研究、11项定量研究、7项非随机研究和4项混合研究符合纳入标准。因此，在两个主题下产生了5项能力和11项次级能力。两个主题是“对学校糖尿病护理培训的需求”和“对更积极合作的需求”。特别是，文献证实了学校护士在使用糖尿病设备方面的挑战，尽管他们对基本的糖尿病护理任务有中度到高度的信心。结论：本系统综述从利益相关者（学校护士、家长和学生）的角度提供了关于学校护士照顾T1D学生能力的有用信息。这可以帮助我们了解学校护士面临的各种任务和要求，以及未来学校护士的能力发展干预措施，认为这些是必要的。
School nurses' competency in supporting students with type 1 diabetes: A mixed methods systematic review
Aim
To evaluate school nurse and family-reported perceptions of school nurse competencies in supporting students with Type 1 diabetes.
Design
Mixed methods systematic review of the Joanna Briggs Institute methodology.
Data sources
Five academic databases (PubMed, Cumulative Index to Nursing and Allied Health Literature, Web of Science, Embase, and Research Information Sharing Service) were used as data sources.
Review methods
Qualitative, quantitative, and mixed-method studies published between 2014 and 2023 were included. Two authors independently assessed the eligibility and quality of the included studies. The quality of the included studies was evaluated using a mixed methods assessment tool.
Results
Thirteen qualitative studies, 11 quantitative studies, seven non-randomized studies, and four mixed studies met the inclusion criteria. Consequently, five competencies and 11 sub-competencies were derived under two themes. The two themes were “demand for training in school diabetes care” and “demand for more active cooperation.” In particular, the literature confirmed challenges in school nurses' utilization of diabetes devices despite moderate to high confidence in basic diabetes care tasks.
Conclusions
This systematic review offered useful information from the perspective of stakeholders (school nurses, parents, and students) regarding school nurses' competencies in caring for students with T1D. This can help us understand the various tasks and requirements faced by school nurses, and future capacity development interventions for school nurses that consider these are needed.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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