Health promotion challenges for young adults living with intellectual disability and type 1 diabetes.

BACKGROUND: Self-management of type 1 diabetes mellitus (T1DM) can be challenging for people with intellectual disability. Often, parents provide health support due to lack of appropriate services outside the home. The study aim was to identify barriers and facilitators to T1DM self-management for young adults with intellectual disability and the implications for health promotion. METHODS: Five male participants with intellectual disability, aged 17-26 years, and seven parents were interviewed between October 2017 and February 2019. Interview data were descriptively analysed. FINDINGS: Two categories for barriers and facilitators were identified: 1) Diabetes self-management is complex (carbohydrate counting, blood glucose level monitoring, insulin therapy); 2) support for diabetes care (reliance on parents and carers, the National Disability Insurance Scheme, mainstream diabetes service support). CONCLUSIONS: Parents are critical for the support of people with intellectual disability and T1DM in the absence of disability staff with appropriate health skills.

Experience sampling method and the everyday experiences of adults with intellectual disability: A feasibility study.

BACKGROUND: Experiences of people with intellectual disability are often reported by proxy, excluding the person's own perception. To assist people with intellectual disabilities ability to communicate their own experiences, the current study explored the feasibility, reliability and validity of experience sampling methods (ESMs) for people with intellectual disability. METHOD: After a training session, 19 participants carried a mobile device for 7 consecutive days, answering a survey when prompted 7 times daily. Participants were interviewed at the end of data collection. RESULTS: Excluding incomplete entries, the response rate was 33.8%, varying by living arrangement and employment. Split-half reliability and correlations among logically linked internal experiences demonstrated strong reliability and validity. Illustration of the context of responses supported face validity. Technological and content difficulties were discussed in interviews. CONCLUSIONS: Experience sampling methods is feasible for some people with intellectual disability, providing valid and reliable information. Future research is needed to further improve feasibility.

Prevention Professional for Violence Intervention: A Newly Recognized Health Care Provider for Population Health Programs.

The National Uniform Claim Committee recognized a new type of health care provider for violence intervention: prevention professional. This creates a pathway for population health interventions to obtain reimbursement through traditional medical financing systems. In addition to violence, prevention professionals may specialize in other conditions of public health importance.

The health promotion role of Australian early primary school teachers supporting students with type 1 diabetes.

ISSUE ADDRESSED: Early primary school children with diabetes require adult support for insulin therapy and primary school teachers often fulfil this health promotion role. Availability of support is inconsistent across Australia and insulin administration at school is avoided for some children. The aims of the study were to explore the experiences of Australian early primary school teachers who were supporting a student using intensive insulin therapy and to identify facilitators and implications of this support. METHOD: A qualitative research design using narrative inquiry was utilised. Early primary school teachers (n = 11) from six Australian states/territories and across Government, Catholic and independent schools participated in semi-structured telephone interviews between August 2015 and May 2016. Narrative analysis was used to interpret the interview data. RESULTS: Six narrative threads told a collective story of early primary school teachers' experience of supporting a student using intensive insulin therapy. The factors that facilitated support were: suitable class allocation, a transition process, and diabetes education and diabetes models of care. The implications of providing intensive insulin therapy support were legal considerations and burden of responsibility. The outcome was that all teachers supported intensive insulin therapy. CONCLUSION: School teachers in this study had a pivotal role in promoting the health of students with type 1 diabetes. This role was often associated with anxiety and the burden of responsibility. Support strategies for teachers include formal diabetes skills training, ongoing assistance from both teacher's aides and Diabetes Educators, and greater understanding of the legal aspects of intensive insulin therapy support. The development of consistent health promotion policy for students with type 1 diabetes across all Australian schools is required. SO WHAT?: Adopting the supportive strategies for teachers identified in this study will further promote the health of early primary school children with type 1 diabetes.

Facilitation of Intensive Insulin Therapy in the Early Primary School Setting: Narratives of Australian Diabetes Educators.

The number of early primary school (EPS) children (aged 4-8 years) with type 1 diabetes mellitus (T1DM) rises each year. Intensive insulin therapy (IIT) can be challenging for these children, as adult support may not be available in the school setting. Diabetes educators (DEs) working in the health system facilitate school diabetes care, which can be time-consuming given the large numbers of children with diabetes. These factors are potential barriers for IIT use in the EPS setting. To explore the experiences of Australian DEs who facilitate IIT use in the EPS setting, a qualitative, narrative inquiry method was used to conduct semi-structured telephone interviews with Australian DEs (n = 13) between December 2014 and June 2016. The interview transcript data were analyzed using a narrative analytical approach. Approaches to facilitate IIT use in the EPS setting were normalizing IIT at diagnosis, simple care plans and insulin pump therapy, prioritizing school support, DEs in private practice, and working with school nurses and parents. Despite numerous barriers, Australian DEs implemented varied methods to facilitate IIT use in the EPS setting.

A novice researcher's reflection on recruiting participants for qualitative research.

BACKGROUND: This paper is a reflection by a PhD candidate on her qualitative study involving parents, diabetes educators and school teachers who were caring for a child with type 1 diabetes using intensive insulin therapy in primary school. AIM: To reflect on a novice researcher's experience of recruiting research participants from community, health and education settings in Australia. DISCUSSION: Participants were successfully recruited for the study using internet communication tools: Facebook support groups; the Australian Diabetes Educators Association (ADEA) e-newsletter; and emails sent to school principals. These methods were successful as Facebook and online support groups are popular, the study topic was of interest, the ADEA has many members, and numerous emails were sent to schools. Potential barriers to recruitment were a lack of access to those who did not use Facebook or the internet, gatekeepers, the high workloads of diabetes educators and teachers, and the time needed to obtain ethics approval and send a large number of emails to schools. CONCLUSION: Internet communication tools were successful in recruiting participants from community, health and education settings. However, different approaches were required for each type of participant. Lessons learned from this experience were: the importance of taking time to plan recruitment, including an in-depth understanding of potential participants and recruitment tools, the benefit of being an insider, and the need to work closely with gatekeepers. IMPLICATIONS FOR PRACTICE: An understanding of recruitment is essential for ensuring access to appropriate participants and timely collection of data. The experience of the novice researcher may provide insight to others planning to use internet communication tools for recruitment.

Hospital-centered violence intervention programs: a cost-effectiveness analysis.

BACKGROUND: Hospital-centered violence intervention programs (HVIPs) reduce violent injury recidivism. However, dedicated cost analyses of such programs have not yet been published. We hypothesized that the HVIP at our urban trauma center is a cost-effective means for reducing violent injury recidivism. METHODS: We conducted a cost-utility analysis using a state-transition (Markov) decision model, comparing participation in our HVIP with standard risk reduction for patients injured because of firearm violence. Model inputs were derived from our trauma registry and published literature. RESULTS: The 1-year recidivism rate for participants in our HVIP was 2.5%, compared with 4% for those receiving standard risk reduction resources. Total per-person costs of each violence prevention arm were similar: $3,574 for our HVIP and $3,515 for standard referrals. The incremental cost effectiveness ratio for our HVIP was $2,941. CONCLUSION: Our HVIP is a cost-effective means of preventing recurrent episodes of violent injury in patients hurt by firearms.

The management of type 1 diabetes in Australian primary schools.

AIM: The aim of this study was to explore the management of type 1 diabetes in Australian primary schools: kindergarten-Year 2, from the parent's perspective. The study questions were: What diabetes treatment is being delivered? Who is providing the treatment? Where is the treatment given? METHODS: A cross sectional, descriptive approach was used to collect data from parents (66) of children with type 1 diabetes attending an Australian primary school (kindergarten-Year 2). An online self-administered questionnaire was designed in Survey Monkey and was available via a dedicated Facebook page. Data were analysed using statistical analysis (SPSSv21). RESULTS: Blood glucose testing was occurring for all children, with 49% of children self testing. 77% of children were receiving an insulin bolus or injection at school. 34% was provided by the child and 53% of insulin was given via pump. Teachers, parents and teacher's aides also provided insulin at school. There was a statistically significant association between the number of children receiving insulin at school and the insulin delivery device, χ(2 )= 16.75, df = 1, p ≤ 0.000). Children using insulin pump therapy were more likely (97%) to receive insulin at school than children who used injections (55%). Children who were able to self-administer insulin were more likely to receive insulin (93%) at school than children who were unable to self-administer insulin (65%) (χ(2 )= 7.38, df = 1, p = 0.007) 81% of children received diabetes treatment in the classroom, with the remainder in the school administration office. CONCLUSION: Insulin administration across Australian primary schools was inconsistent. Not all children were receiving the recommended insulin treatment. Insulin pump therapy appears to increase access to this treatment at school.

The management of type 1 diabetes in primary school: review of the literature.

Type 1 diabetes is one of the most common chronic health conditions in childhood. The introduction of intensive insulin therapy and the rising prevalence of diabetes in younger children has increased the need for involvement of diabetes educators and school personnel in school diabetes care. School encompasses a significant proportion of a child's day, therefore diabetes treatment at school needs to be optimal or the child will have poor metabolic control. The aim of this literature review is to examine diabetes management in the early primary school setting. The main areas of diabetes management explored are: type, provision, and location of treatment, the impact on the child, and the role of the credentialed diabetes educator. The review identifies that the majority of children are not receiving intensive diabetes treatment at school. Younger children require more assistance with care and may be disadvantaged due to lack of appropriate school staff support. Most schools do not have nurses to assist with diabetes care, therefore teaching and administration staff are utilized. The use of insulin pump therapy may increase access to insulin at school, as children and teaching staff appear more confident with this method of delivery than injections. Treatment is frequently performed away from the classroom and can impact on class attendance, metabolic control, and emergencies. Diabetes educators need to work in collaboration with children, parents, and school personnel to ensure diabetes care is fully integrated into the school day.

Gaps, disconnections, and discontinuities--the role of information exchange in the delivery of quality long-term care.

PURPOSE OF THE STUDY: The smart use of information and communication technologies (ICT) is widely seen as a means of enhancing the quality of aged care services. One of the barriers to ICT diffusion in aged care is the failure to cater for the complex and interdisciplinary requirements of the aged care environment. The aim of this qualitative study was to identify the layers of information exchange and communication and produce a conceptual model that can help to inform decisions related to the design, implementation, and sustainability of ICT. DESIGN AND METHODS: A qualitative study conducted in 2010 within seven Australian residential aged care facilities. It included 11 focus groups involving 47 staff and 54 individual interviews and observation sessions. RESULTS: The analysis of work processes identified key information exchange components related to the type of information (residential, clinical, and administrative) that is collected, stored, and communicated. This information relies on a diverse number of internal and external communication channels that are important for the organization of care. IMPLICATIONS: The findings highlight potential areas of communication dysfunction as a consequence of structural holes, fragmentation, or disconnections that can adversely affect the continuity and coordination of care, its safety, and quality.

Towards an understanding of the information dynamics of the handover process in aged care settings--a prerequisite for the safe and effective use of ICT.

BACKGROUND: Poor clinical handover has been associated with inaccurate clinical assessment and diagnosis, delays in diagnosis and test ordering, medication errors and decreased patient satisfaction in the acute care setting. Research on the handover process in the residential aged care sector is very limited. PURPOSE: The aims of this study were to: (i) Develop an in-depth understanding of the handover process in aged care by mapping all the key activities and their information dynamics, (ii) Identify gaps in information exchange in the handover process and analyze implications for resident safety, (iii) Develop practical recommendations on how information communication technology (ICT) can improve the process and resident safety. METHODS: The study was undertaken at a large metropolitan facility in NSW with more than 300 residents and a staff including 55 registered nurses (RNs) and 146 assistants in nursing (AINs). A total of 3 focus groups, 12 interviews and 3 observation sessions were conducted over a period from July to October 2010. Process mapping was undertaken by translating the qualitative data via a five-category code book that was developed prior to the analysis. RESULTS: Three major sub-processes were identified and mapped. The three major stages are Handover process (HOP) I "Information gathering by RN", HOP II "Preparation of preliminary handover sheet" and HOP III "Execution of handover meeting". Inefficient processes were identified in relation to the handover including duplication of information, utilization of multiple communication modes and information sources, and lack of standardization. CONCLUSION: By providing a robust process model of handover this study has made two critical contributions to research in aged care: (i) a means to identify important, possibly suboptimal practices; and (ii) valuable evidence to plan and improve ICT implementation in residential aged care. The mapping of this process enabled analysis of gaps in information flow and potential impacts on resident safety. In addition it offers the basis for further studies into a process that, despite its importance for securing resident safety and continuity of care, lacks research.

Non-emergency patient transport: what are the quality and safety issues? A systematic review.

PURPOSE: Patient transportation is an important component of health-care delivery; however, the quality and safety issues relating to non-emergency patient transport services have rarely been discussed compared with the transport of emergency patients. This systematic review examines the factors associated with the quality and safety of non-emergency transport services. DATA SOURCES: Medline, Pre-Medline, CINAHL and Embase databases were searched for publications between 1990 and September 2009. STUDY SELECTION: Articles investigating non-emergency hospital transport services. DATA EXTRACTION: Study characteristic and outcome data were abstracted by one author and reviewed by a second and third author. RESULTS: Twelve articles from seven countries were included. Five studies examined issues relating to the structure of transport services, which focused on the use of policies and protocols to assist the transfer process. All studies addressed factors associated with the transfer process such as communication, appropriateness of personnel, time to arrange transfers, and the safety and efficiency of the process. Outcomes were measured in one study. CONCLUSIONS: Communication, efficiency and appropriateness are key factors that are advanced as impacting on the quality and safety of non-emergency transport services. Standardization of the non-emergency transport process shows promise in reducing risk and increasing efficiency. Applying information and communication technology to improve the quality of transport services has received little attention despite its potential benefits. Patient outcomes in relation to quality and safety of transport services are rarely measured. Available evidence suggests that safety of non-emergency patient transfers is sometimes compromised due to poor standardization and failures in communication processes.

Electronic discharge summaries: the current state of play.

The exchange of health information between acute care providers (e.g. hospitals) and primary care providers (e.g. general practitioners) has traditionally been via hard copy discharge summaries. In recent years the advent of sophisticated information and communication technology has fuelled developments in electronic discharge referral systems (eDRS), which are credited with enabling more timely and accurate information exchange, enhancing patient care, and ultimately improving patient outcomes. The aim of this paper is to highlight key issues regarding the development and implementation of electronic discharge referral systems. A detailed literature review of information related to electronic discharge summaries was undertaken for publications between 1992 and 2006. While eDRS appear to be beneficial, further improvements are needed before systems are dependable. Through prospective enhancements and increased availability of eDRS internationally, electronic discharge referral systems have the potential to facilitate effective communication exchange across the primary-secondary care interface.

Achieving meaningful learning in health information management students: the importance of professional experience.

Learning is a complex process, not merely a transfer of information from teacher to student. for learning to be meaningful, students need to adopt a deep approach, and in the case of vocational students, to be given the opportunity to learn experientially. Health information management is a practice profession for which students are educated through theory at university and professional experience in the workplace. This article discusses how, through the process of experiential learning, professional experience can promote reflective thinking and thus deep learning, that is, the ability to integrate theory and practice, as well as professional and personal development in health information management students.