Influência do processo educativo para familiares de crianças e adolescentes com Diabetes Mellitus tipo 1

Abstract

Diabetes mellitus type 1 is considered a serious disease, with slow and progressive evolution that, when not properly managed, can evolve with microvascular, macrovascular and neuropathic complications. This requires complex changes in child or teenagers’ life, which include: daily insulin injections, adequate nutritional therapy, and physical activity plan in order to improve metabolic control. Health education presents itself as a pillar for the metabolic control of children and teenagers with DM 1, and it is possible to use innumerable strategies that will contribute to a greater understanding about the disease and its treatment by the patient, aiming, above all, prevention complications and health promotion. The objective was to analyze how the educational process occurs for the family caregivers of children and teenagers with DM 1. This is a descriptive, exploratory research with a qualitative basis. Two techniques were used to collect data: the interview and the focus group, whose 10 families participated. The family system is an indispensable part of the process of adherence to treatment, since it is responsible for the growth and development of its members, both in the context of health and disease. Metabolic control in diabetes is directly related to the higher level of knowledge and access to information. The testimonies showed gratefulness to the professionals who contributed positively to the adaptation to the changes. Additionally, the daily practice of conducts based on empirical knowledge was identified, compromising, in some moments, the appropriate treatment. The educational process must take place at all levels of attention and can be understood as the sharing of ideas and exchange of experiences, involving health professionals, family members and patients. Educating patients and family members in diabetes is essential to prevent or delay complications inherent in the pathology. When dealing with children and teenagers, the incentive to practice self-care is paramount and occurs through the professional interaction of health, children, teenagers and family. Although there is no planning for care, the information provided by the multiprofessional team contributes significantly to the adaptation to the diagnosis