Interventions to facilitate the transition of children with Type 1 Diabetes Mellitus into the community: a scoping review

Abstract

Objective: This review aims to map and identify in the scientific evidence the facilitating interventions in the transition to the community of school-age children with Type 1 Diabetes Mellitus. Method: This scoping review is based on Joanna Briggs Institute’s methodology. Published studies of a quantitative, qualitative, or mixed nature, as well as grey literature in Portuguese, English, Spanish, or French, produced between 2016 and 2021, were included. Eight studies were included in this review, selected from the following databases: CINHAL; MEDLINE; MedicLatina; Eric; Cochrane CRCT; Cochrane CA; Cochrane DSR; Cochrane MR; Nursing Reference; JBI. Results were extracted using an instrument constructed by the authors, aligned with the question/objective, and expressed in a narrative summary, including areas of emphasis for future research. Results: We identified three major categories of facilitating interventions in transitioning school-age children with Type 1 Diabetes Mellitus into the community; the existence of resources and support systems, the development of disease management skills (knowledge, modeling, and training), communication, and continuity of care. Conclusions: Factors related to environmental, professional, organizational, and family conditions, influence the transition of school-age children with Type 1 Diabetes Mellitus into the community. They highlighted support systems, the development of Type 1 Diabetes Mellitus management skills (knowledge and training), and communication/continuity as a focus of attention in developing interventions promoting a safe transition.