Barriers and facilitators to the implementation of school-partnered collaborative type 1 diabetes interventions: a qualitative comparative analysis with school nurses to guide implementation
Authors' conclusion
The themes re-affirmed that school interventions for young people with type 1 diabetes are prioritized by school nurses.
Study context
- Population
- School nurses in two states representing broad geographic regions, district sizes and levels of nursing experience
- Participants
- 32 school nurses
- Outcome
- Barriers and facilitators (determinants) to implementing school-partnered collaborative care (SPACE) for T1D
Methodological detailssemistructured interviews, Consolidated Framework for Implementation Research-adapted interview guide, two states
- Semistructured interviews
- Consolidated Framework for Implementation Research-adapted interview guide
- Two states
Main finding
As reported in the abstract
Determinants of SPACE implementation
- SPACE perceived as an advantage in care coordination vs existing practice
- Barriers: intervention complexity; information sharing between schools and health systems; high school nurse caseloads; variable parent engagement
- Facilitators: adaptability and low cost; high perceived need; existing school resources; focus on holistic outcomes aligned with district priorities; relationships between district nurses and leaders
- Facilitators perceived as crucial to garnering buy-in from district leadership
Original publication
Barriers and facilitators to the implementation of school-partnered collaborative type 1 diabetes interventions: a qualitative comparative analysis with school nurses to guide implementation. Pediatr Diabetes. Published 22 June 2026. doi:10.
Composed by AI from the published abstract and checked against it. How Briefs are made →