School Community Empowerment For Diabetes Care At School Through Videoconference And Network Communication

Author(s):

María J. Miranda Velasco (presenting / submitting) Gloria Solís Galán

Conference:

ECER 2014

Network:

08. Research on Health Education

Format:

Paper

Session Information

08 SES 04 A, Health Education and Empowerment

Paper session

Time:

2014-09-03

09:00-10:30

Room:

B101 Sala de Aulas

Chair:

Kerttu Tossavainen

Contribution

Spain has the specific protocol DM1, which is established from the National Diabetes
Strategy from the Sanitary System. Extremadura Region develops the Protocol for
attention the child / adolescent with diabetes at school (2010). The education and health
measures are taken to ensure the quality of life, social integration and personal
development of students with diabetes at school. These measures include the necessary
coordination of care settings (health, family and education), and lifelong learning for the
educational community to support the daily routines of their diabetes care, and resolve
emergency situations. Previous studies have shown difficulties in coordination between
contexts in the day and need more support for self-management of diabetes at school.
The development of information technology can be a step to promote systemic
coordination of care. The resources of e-health programs carried out in clinical settings
(videoconferencing, mobile applications, text messaging, and online gaming)
demonstrate that certain technological tools may be useful for coordinating the actions
of care. However, there is insufficient evidence in the educational context. In our study
we consider the following research questions: Can the tools synchronous
communication such as videoconferencing contribute to the coordination of care
settings, inclusión, continuous training of the educational community, and the solution
problems related to the management of therapy at school setting? Can they prevent
health emergencies in the educational context?
As part of a macro e-learning project on diabetes education in childhood and
adolescence (PRI09A156) is designed and implemented various educational activities to
promote the coordination of diabetes care, some of them through videoconference. In
this instance an educational activity network communication is explained. The school,
pediatric and family setting are involved. The intervention is focused on solving the
problems and needs expressed by teachers regarding the care of a student with diabetes
during extracurricular activities.
In this instance an educational activity takes place through network communication. The
intervention is focused on solving the problems and needs expressed by teachers
regarding the care of a student with diabetes during extracurricular activities.
Objective: To promote the inclusion of all children with diabetes in school

Method

A descriptive qualitative methodology was adopted, using observational method. It is the case study of an educational intervention for diabetes education at the educational context, based on the demand of teachers, the analysis of needs expressed in the process of caring for children with diabetes in school. It took place in the context of an e-learning program for the comprehensive care of students with diabetes conducted in multiple settings of care (sanitary, family and school) through PAED virtual platform, from the University of Extremadura and Research Telemedicine and e-Health Unit, Health Research Institute Carlos III. It was implemented an educational intervention through videoconferencing aimed at developing care competences and prevention of complications during the course of a school trip with nocturnal. Videoconferencing connects two remote sites, the doctor-educator and receivers of educational action, both geographically isolated. The target audience is: students with diabetes, the group class (peer), the mentor teacher and a teacher of physical education (school context), and the mother of the student (family context). The teaching sequence consists of: analysis of previous knowledge, explanation of theoretical- practical content to support specific learning materials from the elearning program and a final activity of doubts and questions. The development of activities carried out by their own videoconferencing tools (audio, video, chat, shared desktop)

Expected Outcomes

In the sanitary context , the results show that the peer group has some knowledge about diabetes and its treatment. However, the participating teachers feel insecure about their ability to solve diabetes-related complications (hypoglycemia / hyperglycemia) during the development of activities outside the school. Teachers unknown procedures to prevent complications and emergencies resolved , but shows willingness to engage in tasks of diabetes care .The educational context has not use videoconferencing as a tool for coordination between contexts (school, family and health). The participants involved have some technological skills. A better understanding of the communication tool is required to make effective use of it. In addition, the medical doctor also needs competencies for design and implement didactic educational interventions through communication technologies. conclusions Synchronous communication tools such as video conferencing, promote participation, cooperation and coordination of the contexts of child development, and can be an effective resource for the empowerment of the educational community in the care of diabetes, and in general to health literacy . The educational and health policies at schools should be included in the systematic school planning the needs assessment for connection social contexts, the provision of personal and technological resources ; provide lifelong learning training, and design the evaluation process; educational strategies and technological solutions to ensure inclusion, care , and welfare of children with diabetes at school.

References

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Author Information

María J. Miranda Velasco (presenting / submitting)

University of Extremadura

Educational Sciences

Cáceres

Gloria Solís Galán

University of Extremadura

Science of Education

Cáceres

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