{"title":"1型糖尿病患者的教育项目和心理健康结果：范围综述","authors":"Ilaria Milani, Gani Antony Leonardo Carreno Dextre, Rolando Francesco Elisei, Paola Ripa, Stefano Romano Capatti, Arianna Magon, Silvia Cilluffo, Stefano Terzoni, Maura Lusignani, Monica Petralito, Rosario Caruso","doi":"10.1007/s00592-025-02580-6","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Mental 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.</p><p><strong>Aim: </strong>This 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.</p><p><strong>Methods: </strong>The 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.</p><p><strong>Results: </strong>A 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.</p><p><strong>Conclusions: </strong>Educational 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.</p>","PeriodicalId":6921,"journal":{"name":"Acta Diabetologica","volume":" ","pages":""},"PeriodicalIF":2.9000,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Educational programs and mental health outcomes in individuals with type 1 diabetes: a scoping review.\",\"authors\":\"Ilaria Milani, Gani Antony Leonardo Carreno Dextre, Rolando Francesco Elisei, Paola Ripa, Stefano Romano Capatti, Arianna Magon, Silvia Cilluffo, Stefano Terzoni, Maura Lusignani, Monica Petralito, Rosario Caruso\",\"doi\":\"10.1007/s00592-025-02580-6\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Mental 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.</p><p><strong>Aim: </strong>This 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.</p><p><strong>Methods: </strong>The 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.</p><p><strong>Results: </strong>A 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.</p><p><strong>Conclusions: </strong>Educational interventions can positively influence mental health outcomes in individuals with T1DM. 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There is a pressing need for more flexible, personalized, and age-sensitive educational interventions that incorporate emotional and psychological support and address implementation challenges.</p>\",\"PeriodicalId\":6921,\"journal\":{\"name\":\"Acta Diabetologica\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2025-08-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Acta Diabetologica\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1007/s00592-025-02580-6\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"ENDOCRINOLOGY & METABOLISM\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Acta Diabetologica","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1007/s00592-025-02580-6","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"ENDOCRINOLOGY & METABOLISM","Score":null,"Total":0}
引用次数: 0
摘要
背景：在1型糖尿病（T1DM）患者的管理中，心理健康是一个关键但往往被忽视的方面，他们有较高的心理障碍风险。教育干预，包括传统教育、心理教育和社会心理项目，越来越被认为是支持自我保健和促进心理健康的手段。目的：本综述旨在系统地绘制关于T1DM患者教育计划的现有文献，并特别关注其对心理健康结果的影响。方法：采用乔安娜布里格斯研究所（Joanna Briggs Institute， JBI）的研究方法，以人口、概念和背景（Population, Concept, and Context， PCC）框架为指导。在六个主要的生物医学数据库（PubMed, Embase， CINAHL, Web of Science, Scopus, PsycINFO）中进行了全面的搜索，包括对T1DM患者心理健康的教育干预的研究。结果：共纳入18项研究，涵盖了一系列教育干预措施，如数字工具、心理治疗（如ACT、CBT）和自我保健干预，其中大部分由多学科团队提供。许多干预措施显示出对心理健康的积极影响，包括减少焦虑、增强情绪和改善自我管理。主要的促进因素包括专业支持、同伴参与和心理成分的整合。障碍包括高辍学率和针对特定年龄需求的限制。结论：教育干预对T1DM患者的心理健康结果有积极影响。然而，文献仍然是碎片化的，项目的有效性也各不相同。迫切需要更灵活、个性化和年龄敏感的教育干预措施，包括情感和心理支持，并解决实施方面的挑战。
Educational programs and mental health outcomes in individuals with type 1 diabetes: a scoping review.
Background: Mental 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.
Aim: This 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.
Methods: The 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.
Results: A 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.
Conclusions: Educational 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.
期刊介绍：
Acta Diabetologica is a journal that publishes reports of experimental and clinical research on diabetes mellitus and related metabolic diseases. Original contributions on biochemical, physiological, pathophysiological and clinical aspects of research on diabetes and metabolic diseases are welcome. Reports are published in the form of original articles, short communications and letters to the editor. Invited reviews and editorials are also published. A Methodology forum, which publishes contributions on methodological aspects of diabetes in vivo and in vitro, is also available. The Editor-in-chief will be pleased to consider articles describing new techniques (e.g., new transplantation methods, metabolic models), of innovative importance in the field of diabetes/metabolism. Finally, workshop reports are also welcome in Acta Diabetologica.
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