What are the components of effective chronic condition self-management education interventions for children with asthma, cystic fibrosis, and diabetes? A systematic review

dc.contributor.author Saxby, Nicole en_US
dc.contributor.author Beggs, Sean en_US
dc.contributor.author Battersby, Malcolm Wayne en_US
dc.contributor.author Lawn, Sharon Joy en_US
dc.date.accessioned 2019-04-26T05:29:42Z
dc.date.available 2019-04-26T05:29:42Z
dc.date.issued 2018-11-13
dc.description Crown Copyright © 2018 Published by Elsevier B.V. This manuscript version is made available under the CC-BY-NC-ND 4.0 license: http://creativecommons.org/licenses/by-nc-nd/4.0/ This author accepted manuscript is made available following 12 month embargo from date of publication (November 2018) in accordance with the publisher’s archiving policy en_US
dc.description.abstract Objective To articulate the components of educational interventions that help children learn about managing their asthma, cystic fibrosis, or diabetes, relevant to their age/developmental status. Methods A systematic review of chronic condition self-management (CCSM) educational interventions that included age/developmentally appropriate components, published before 27 January 2018, including evidence level and quality assessments. Teaching approaches were extracted and translated into practical components. Results Twenty education interventions were identified, published across 30 studies. Most studies (n = 20/30) were based on the theories of Piaget and Bandura. Similar teaching approaches were used across conditions, incorporating sequenced curriculum and a variety of active elements. Age/developmentally appropriate interventions resulted in improvements in the CCSM capabilities of children. Outcomes were improved when compared with usual care. For very young children, educational interventions were directed at parents/families. As children reached school age, interventions increasingly became child-focused, promoting autonomy. Integrated play and reinforcement were common. Adolescent interventions placed greater emphasis on communication, problem-solving, and role division. Conclusion Eight key components were identified: structured and sequenced curricula; reinforcement; active participation; collaboration; autonomy; feedback; multiple exposures; and, problem-solving. Different components are relevant to specific life stages. Practice implications Clinicians require age/developmentally appropriate practical education tools to provide effective paediatric health care. en_US
dc.identifier.citation Saxby, N., Beggs, S., Battersby, M., & Lawn, S. (2019). What are the components of effective chronic condition self-management education interventions for children with asthma, cystic fibrosis, and diabetes? A systematic review. Patient Education and Counseling, 102(4), 607–622. https://doi.org/10.1016/j.pec.2018.11.001 en_US
dc.identifier.doi https://doi.org/10.1016/j.pec.2018.11.001 en_US
dc.identifier.issn 0738-3991
dc.identifier.uri http://hdl.handle.net/2328/39163
dc.language.iso en en_US
dc.publisher Elsevier en_US
dc.rights Crown Copyright © 2018 en_US
dc.rights.holder Crown Copyright en_US
dc.rights.license CC-BY-NC-ND
dc.subject Self-management en_US
dc.subject Children en_US
dc.subject Adolescents en_US
dc.subject Teaching approaches en_US
dc.subject Education en_US
dc.subject Asthma en_US
dc.subject Cystic fibrosis en_US
dc.subject Diabetes en_US
dc.title What are the components of effective chronic condition self-management education interventions for children with asthma, cystic fibrosis, and diabetes? A systematic review en_US
dc.type Article en_US
local.contributor.authorOrcidLookup Saxby, Nicole: https://orcid.org/0000-0002-4682-4502 en_US
local.contributor.authorOrcidLookup Battersby, Malcolm Wayne: https://orcid.org/0000-0001-7306-5591 en_US
local.contributor.authorOrcidLookup Lawn, Sharon Joy: https://orcid.org/0000-0002-5464-8887 en_US
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