Impact of a brief diabetes education on teachers’ diabetes-related knowledge, attitude, and confidence
A nonrandomized school-based intervention study
Bibliographic Data
| ID | 22069243 |
|---|---|
| Authors | Maria Dora Horváth (0000-0002-3145-8490, University of Szeged), Zsanett Tesch (0009-0004-4048-4801, University of Szeged), Norbert Buzás (0000-0002-4496-8828, University of Szeged), Orsolya Papp-Zipernovszky (0000-0003-3288-6005, Semmelweis University) |
| Year | 2026 |
| Volume | 14 |
| Pages | 1747185-1747185 |
| Publication date | 2026-03-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Public Health (JOURNAL) |
| Journal identifiers | ISSN: 2296-2565 • E-ISSN: 2296-2565 |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/fpubh.2026.1747185 |
| PMID | 41960391 |
| OpenAlex | W7140283352 |
| Language | EN |
| References cited | 39 |
Background and aims: The involvement of kindergarten and school teachers is crucial for ensuring safe diabetes management in educational settings for children with type 1 diabetes. This nonrandomized, school-based intervention study aims to assess the effectiveness of a one-hour diabetes education program, delivered either online or in person, on teachers' knowledge of diabetes, attitudes toward diabetes, and confidence in diabetes care. Methods: A one-hour diabetes education session led by a diabetes educator included both theoretical and practical modules on managing type 1 diabetes. Participants completed the Diabetes Knowledge Test 2, the Diabetes Attitude Survey 3, the School Personnel Diabetes Attitude Scale, and the Confidence in Diabetes Care scale before, immediately after, and 1 month following the intervention. The session was delivered to 60 educators (24 in person, 36 online; mean age = 43.72 years, SD = 9.48; 56 female, 4 male). Participants were assigned to conditions based on availability rather than randomization. Results: The education program significantly improved diabetes knowledge among all participants, and this improvement was maintained at the one-month follow-up. Confidence in diabetes care also increased after the intervention; however, confidence declined at follow-up in the online group compared to the in-person group. Conclusion: A brief, one-hour diabetes education session is enough to achieve lasting improvements in teachers' diabetes knowledge and confidence. In-person teaching seems more effective at maintaining confidence over time, though online education remains a practical option. Incorporating structured diabetes education into teacher training programs could help create safer, more supportive school environments for children with type 1 diabetes
Confidence interval · Diabetes management · Diabetes mellitus · Research design · Type 2 diabetes · Diabetes Management and Education · Diabetes Management and Research · Diabetes, Cardiovascular Risks, and Lipoproteins
Research Methods in Education
Health literacy as a public health goal
Health literacy and public health
Management of Type 1 Diabetes in a school setting
The Elaboration Likelihood Model of Persuasion
Attitudes and Perceptions of School Teachers in Melilla Regarding the Care Provided to Students with Type 1 Diabetes
Improving the Reporting Quality of Nonrandomized Evaluations of Behavioral and Public Health Interventions
Jordanian School Counselors’ Knowledge About and Attitudes Toward Diabetes Mellitus
Understanding knowledge effects on attitude-behavior consistency
| Highly cited | No |
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