ArticleActa diabetologica2025
Educational programs and mental health outcomes in individuals with type 1 diabetes: a scoping review.
Article in Acta diabetologica, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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1 citing paper in PubMed.
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11 authors.
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Abstract
backgroundMental health is a critical yet often underemphasized dimension in the management of individuals with Type 1 Diabetes Mellitus (T1DM), who are at elevated risk for psychological disorders. Educational interventions, including traditional education, psychoeducational, and psychosocial programs, are increasingly recognized as supporting self-care and promoting psychological well-being.
aimThis scoping review aims to systematically map the existing literature on educational programs for individuals with T1DM, with a specific focus on their impact on mental health outcomes.
methodsThe review was conducted according to the Joanna Briggs Institute (JBI) methodology and guided by the Population, Concept, and Context (PCC) framework. A comprehensive search was performed across six major biomedical databases (PubMed, Embase, CINAHL, Web of Science, Scopus, PsycINFO), including studies that examined educational interventions addressing mental health in individuals with T1DM.
resultsA total of 18 studies were included, covering a range of educational interventions, such as digital tools, psychological therapies (e.g., ACT, CBT), and self-care interventions, most of which were delivered by multidisciplinary teams. Many interventions demonstrated positive effects on mental health, including reduced anxiety, enhanced mood, and improved self-management. Key facilitators included professional support, peer involvement, and the integration of psychological components. Barriers included high dropout rates and limited tailoring to age-specific needs.
conclusionsEducational interventions can positively influence mental health outcomes in individuals with T1DM. However, the literature remains fragmented, and program effectiveness varies. There is a pressing need for more flexible, personalized, and age-sensitive educational interventions that incorporate emotional and psychological support and address implementation challenges.
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