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Schooling diabetes: Use of continuous glucose monitoring and remote monitors in the home and school settings
Author(s) -
Erie Christine,
Van Name Michelle A,
Weyman Kate,
Weinzimer Stuart A,
Finnegan Jennifer,
Sikes Kristin,
Tamborlane William V,
Sherr Jennifer L
Publication year - 2018
Publication title -
pediatric diabetes
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.678
H-Index - 75
eISSN - 1399-5448
pISSN - 1399-543X
DOI - 10.1111/pedi.12518
Subject(s) - medicine , continuous glucose monitoring , diabetes mellitus , blood glucose self monitoring , emergency medicine , intensive care medicine , pediatrics , medical emergency , type 1 diabetes , endocrinology
Background Despite significant advances in type 1 diabetes ( T1D ) management, achieving targeted glycemic control in pediatric patients remains a struggle. Continuous glucose monitoring ( CGM ) with remote access holds the promise to address this challenge by allowing caregivers to monitor glucose, even when the child is not directly under their supervision. Objective To explore real‐time and remote CGM practices in homes and schools, including caregiver expectations regarding this technology. Subjects Parents and daytime caregivers. Methods Respondents answered an anonymous survey assessing characteristics of CGM use. Cross‐sectional data were collected and analyzed using quantitative and qualitative methods. Results Thirty‐three parents and 17 daytime caregivers responded. Threshold alerts (alerts when patients reached certain pre‐set high or low limits) were used most frequently, followed by rate of change alerts. Most parents and daytime caregivers responded to low‐ and high‐threshold CGM alerts by confirming with a glucose meter prior to treatment; while about one‐third endorsed treating lows without a confirmatory test. Most parents expected their child's daytime caregiver to respond to CGM alerts and daytime caregivers felt the parent's expectations of them were reasonable. All parents and most caregivers reported decreased overall worry/stress. Parents felt positive about CGM use and daytime caregivers felt comfortable with CGM . Conclusion The positive and collaborative management reported by parents and daytime caregivers sets the stage for CGM to play an important role in the management of children with T1D both in the home and in the school settings.