Effectiveness of peer-based interventions among adolescents with type 1 diabetes: A systematic review
Bibliographic record
Abstract
BACKGROUND AND PURPOSE: Pediatric type 1 diabetes (T1D) affects adolescents psychologically, socially, and physically necessitating self-management. Stress can arise from difficulties in performing selfcare activities. Peers play an important role in diabetes management and peer-based interventions have shown promise in improving health outcomes. This systematic review (SR) was conducted to assess the effectiveness of peer-based interventions (PBIs) in improving health outcomes among adolescents with T1D and identify future research areas. METHODS: Joanna Briggs Institute and the PRISMA 2020 checklist for SRs were used as guides to search seven databases, screen, critically appraise, analyze, and synthesize articles. RESULTS: The primary result was the lack of evidence on the effectiveness of PBIs in adolescents who have T1D. Of the three studies in this SR, two described PBIs that included effective peer interaction and education activities that enhanced learning and retention about diabetes management. These two PBIs resulted in positive clinical (HbA1c control), behavioural (self-care habits), and psychosocial (self-esteem, social support, and knowledge) outcomes. Additionally, a web-based, interactive treatment setting, Sugarsquare, was the only intervention that improved quality of life outcomes. Sugarsquare allowed adolescents with T1D to chat with one another and contact their nurses about everyday T1D management. IMPLICATIONS AND CONCLUSION: Through completion of this SR we investigated a complex topic area and provided a synthesis of data indicated that PBIs are effective in supporting management of T1D and positive health outcomes. These results can be used by pediatric nurses for enhanced clinical practice and as a foundation to continue research to develop PBIs for adolescents living with T1D and their families.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".