Data Analysis

 

Three kinds of
syntheses were executed. Initially for stream 1 (intervention studies)
meta-analysis was unfortunate due to the varied nature of the studies in
relation to meta-analysis was unfortunate due to the varied nature of the
studies in relation to populations, intrusions and results. (Centre for Reviews and
Dissemination: 2009) As a substitute the results from the studies were accounted in a
description synopsis within and across studies. Secondly, for the stream two
study Ritchie and Spencer’s thematic skeleton synthesis for non-intervention
studies (Ritchie J and Spencer L, 1994). Every single studies included in
stream 2 were then uploaded into the software Atlas Ti and an a priori index
coding framework based on the theoretical structure and concerns of attention
mapped against review questions and purposes were applied to the studies.
Thirdly, an ultimate overarching synthesis of interventions and non
intervention studies was conducted. For this final synthesis a matrix was made
that mapped most excellent practice guidance against the age-related obstacles
and catalysts recognized by kids and adolescents, parents, school employees and
school health experts and age-related interventions and outcomes in stream 1.

The study is
predominantly paying attention to see the amount to which interventions were
successful and addressed the obstacles known by the children, parents and
tutors/ health professionals, and built upon the facilitators to provide an
optimal care and management of children and young people with type 1 diabetes
in educational settings. The study also acknowledged breach in facts,
considered the toughness of the synthesis by making interpretation about the
quality of included particulars, and looked particularly at the age and context
of child contributors in interventions compared with child participants in
studies of attitudes and experience.

 

 

 

Data Findings

 

There were 55 view studies and 11 interventions were included. The study
mainly focused was matched with school diabetes guiding principle. Meta
analysis was not at all possible. Interventions were mainly related to specific
contents with high risk of prejudice. The studies were of the moderate quality
with common exchangeable findings.

The school nurse and the health plans were very effective in various
types. For individual case management telemedicine were effectual. Educational
interventions was to enlarge the knowledge and boost the confidence level both
in children as well as the school staff which had a significant short term
possessions but for longer time it has to be followed up. As per children,
parents and staff they struggled with the organization, composition, education
and attitude as school barriers. Individual health plan aspects were
implemented as per the school guidelines. Even the children started recognizing
& appreciating the staffs those were trained and confident enough to shore
up diabetes management.

In this research the university students were deficient. Thus self
management was much easier for the children who juggled with diabetes
management accompanied with lifestyle such as adopting the strategies to manage
alcohol consumption.

 

Conclusion

This mixed method systematic review is the first to
integrate intervention effectiveness with views of children, parents,
professionals against the diabetes guidelines in school. The management of
diabetes would be improved by implementing and regularly auditing on the
impact. There is huge gap in the knowledge of what is working but the evidence
is limited. As per the research the telemedicine is effectual in children in
specific contexts, between the health care providers and the school nurse. But
not all the education system employs onsite nurses. More innovations and
sustainable solutions
are required. All-inclusive standard of living approaches for university
students permit further development and assessment.

Personal learning points
from this study:

Quantitative, Qualitative and mixed are three different
research methodologies. These are basically different in their approaches and
their aspires are to demonstrate different results. The findings have important
implications for service development. With the help of these findings, we can
conclude that type 1 diabetes is common in young children with the long term
and short term complications. There are also number of environmental factors
that are associated with the development of type 1 diabetes in children. The study
has highlighted a need for more consideration towards parents as well as
children’s psychology. Health professionals should also consider ways to
provide practical support to parents to help them integrate diabetes management
into their families’ normal lifestyle.

In future, research may find a way to halt the
development of type 1 diabetes, but till date no interventions has successfully
preventing type 1 diabetes in children.