Effectiveness of Peer Education in Disease Self-Management of School Children and Adolescents with Chronic Diseases: A Systematic Review

Year 2022, Volume: 5 Issue: 3, 187 - 195, 21.12.2022

Pelin Karataş , Zekiye Karaçam , Hüsniye Çalışır

https://doi.org/10.54189/hbd.1111351

Cited By: 1

Abstract

Aim: This systematic review aims to investigate the effectiveness of peer education in the self-management of schoolchildren and adolescents with chronic diseases.
Methods: This study examined Turkish and English studies in the literature. It included experimental and quasi-experimental studies published in PubMed, Cochrane, and EBSCOhost on the effectiveness of peer education given to children aged 7-18 years about self-management of their disease. As a result of the review, nine articles were included in the study. The results were tabulated and presented in a narrative.
Results: The studies included 1,890 participants between the ages of 7 and 29. Some of the studies administering programs identified as "peer education programs" reported that these programs improved self-management, quality of life, well-being, feelings of happiness, academic performance, pulmonary function, self-evaluation, social support, and general communication perceptions, as well as reducing like a teak undesirable behaviours and cost. However, some studies indicated that these programs were not effective in improving the skills of coping with pain, controlling emotions, perceiving social support, self-efficacy, health-care management, quality of life, and glycemic control.
Conclusion: The study results showed that peer education programs might facilitate children and adolescents in adapting to the chronic diseases in their life, increase their quality of life, satisfaction, self-management, and self-efficacy skills, improve healthy behaviours, and lessens the intensity of their bad moods and reduce hospital costs. It is recommended that pediatric nurses providing care for patients with chronic diseases learn and utilize peer education methods. Therefore, a more enjoyable education environment could be established, leading pediatric patients to participate and improve the effectiveness of these programs.

Keywords

Adolescent, Chronic Disease, Chronic Disease, Nursing, Peer education

Effectiveness of peer education in disease self-management of school children and adolescents with chronic diseases: a systematic review

Abstract

Aim: This systematic review aims to investigate the effectiveness of peer education in the self-management of schoolchildren and adolescents with chronic diseases.
Methods: This study examined Turkish and English studies in the literature. It included experimental and quasi-experimental studies published in PubMed, Cochrane, and EBSCOhost on the effectiveness of peer education given to children aged 7-18 years about self-management of their disease. As a result of the review, nine articles were included in the study. The results were tabulated and presented in a narrative.
Results: The studies included 1,890 participants between the ages of 7 and 29. Some of the studies administering programs identified as "peer education programs" reported that these programs improved self-management, quality of life, well-being, feelings of happiness, academic performance, pulmonary function, self-evaluation, social support, and general communication perceptions, as well as reducing like a teak undesirable behaviours and cost. However, some studies indicated that these programs were not effective in improving the skills of coping with pain, controlling emotions, perceiving social support, self-efficacy, health-care management, quality of life, and glycemic control.
Conclusion: The study results showed that peer education programs might facilitate children and adolescents in adapting to the chronic diseases in their life, increase their quality of life, satisfaction, self-management, and self-efficacy skills, improve healthy behaviours, and lessens the intensity of their bad moods and reduce hospital costs. It is recommended that pediatric nurses providing care for patients with chronic diseases learn and utilize peer education methods. Therefore, a more enjoyable education environment could be established, leading pediatric patients to participate and improve the effectiveness of these programs.

Keywords

Adolescent, Chronic Disease, Chronic Disease

References

• Abdi, F., & Simbar, M. (2013). The peer education approach in adolescents-narrative review article. Iranian Journal of Public Health, 42(11), 1200-6.
• Ahola Kohut, S., Stinson, J., Forgeron, P., van Wyk, M., Harris, L., Luca, S. (2016). A qualitative content analysis of peer mentoring video calls in adolescents with chronic illness. Journal of Health Psychology, 23(6):788-99.
• Aladağ, M., & Tezer, E. (2016). Akran Danışmanlığı Nedir? Ne Değildir? Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(27), 139-55.
• Al-sheyab, N., Gallagher, R., Crisp, J., Shah, S. (2012). Peer-led education for adolescents with asthma in Jordan: a cluster-randomized controlled trial. Pediatrics, 129(1), e106-12.
• Beacham, B. L, & Deatrick, J. A. (2015). Children with chronic conditions: Perspectives on condition management. Journal of Pediatric Nursing, 30(1), 25-35.
• Breithaupt, L., Eickman, L., Byrne, C. E., Fischer, S. (2017). REbeL Peer Education: A model of a voluntary, after-school program for eating disorder prevention. Eating Behaviors, 25, 32-7.
• Clark, N. M., Shah, S., Dodge, J. A., Thomas, L. J., Andridge, R. R., Little, R. J. (2010). An evaluation of asthma interventions for preteen students. Journal of School Health, 80(2), 80-7.
• Compas, B. E., Jaser, S. S., Dunn, M. J., Rodriguez, E. M. (2012). Coping with chronic illness in childhood and adolescence. The Annual Review of Clinical Psychology, 8, 455-80. Ghahramani, N. (2015). The potential impact of peer mentoring on treatment choice in patients with chronic kidney disease: a review. Archives of Iranian Medicine, 18(4), 239-43.
• Gidugu, V., Rogers, E. S., Harrington, S., Maru M, Johnson, G., Cohee, J., et al. (2015). Individual peer support: A qualitative study of mechanisms of its effectiveness. Community Mental Health Journal, 51(4), 445-52.
• Hockenberry, M. J., Wilson, D. (2015). Wong’s nursing care of infants and children. St. Louis: Mosby.
• Jerson, B., D'urso, C., Arnon, R., Miloh, T. Iyer, K., Kerkar, N., et al. (2013). Adolescent transplant recipients as peer mentors: A program to improve self‐management and health‐related quality of life. Pediatric Transplantation, 17(7), 612-20.
• Kyle, T. (2008). Essentials of Pediatric Nursing. China: Lippincott Williams & Wilkins.
• Lundy, K. S., & Janes, S. (2009). Community health nursing. 3rd Ed. USA: Jones & Bartlett Learning.
• McCurdy, E. E., & Cole, CL. (2014). Use of a peer support intervention for promoting academic engagement of students with autism in general education settings. Journal of Autism and Developmental Disorders, 44(4), 883-93.
• Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., et al. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1),1.
• Newton, F. B., & Ender, S. C,. (2010). Students helping students: A guide for peer educators on college campuses. United States of America: John Wiley & Sons.
• Oris, L., Seiffge-Krenke, I., Moons, P., Goubert, L., Rassart, J., Goossens, E., et al. (2016). Parental and peer support in adolescents with a chronic condition: a typological approach and developmental implications. Journal of Behavioral Medicine, 39(1), 107-19.
• Otim, M. E., Jayasinha, R., Forbes, H., Shah, S. (2015). Building evidence for peer-led interventions: assessing the cost of the Adolescent Asthma Action program in Australia. Australian Journal of Primary Health, 21(4), 438-43.
• Pendley, J. S., Kasmen, L. J., Miller, D. L., Donze, J., Swenson, C., Reeves, G. (2002). Peer and family support in children and adolescents with type 1 diabetes. Journal of Pediatric Psychology, 27(5), 429-38.
• Peters, M., Godfrey, C., McInerney, P., Soares, C., Khalil, H., Parker, D. (2015). The joanna Briggs institute reviewers' manual 2015: a methodology for JBI scoping reviews.
• Rhee, H., Belyea, M. J., Hunt, J. F., Brasch, J. (2011). Effects of a peer-led asthma self-management program for adolescents. Archives of Pediatrics and Adolescent Medicine, 165(6), 513-19.
• Siew, C. T., Mazzucchelli, T. G., Rooney, R., Girdler, S. (2017). A specialist peer mentoring program for university students on the autism spectrum: A pilot study. PloS one, 12(7), e0180854.
• Sikorová, L., & Polochová, M. (2014). Coping strategies of family with a chronically ill child. Kontakt, 16(1), e31-8.
• Stinson, J. N., Lalloo, C., Harris, L., Isaac, L., Campbell, F., Brown, S., et al. (2014). iCanCope with Pain™: User-centred design of a web-and mobile-based self-management program for youth with chronic pain based on identified health care needs. Pain Research and Management, 19(5), 257-65.
• Stinson, J., Ahola Kohut, S., Forgeron, P., Amaria, K., Bell, M., Kaufman, M., et al. (2016). The iPeer2Peer program: a pilot randomized controlled trial in adolescents with juvenile idiopathic arthritis. Pediatric Rheumatology Online Journal, 14(1), 2-10.
• Ünver, V., & Akbayrak, N. (2013). Hemşirelik eğitiminde akran eğitim modeli. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 6(4), 214-17.
• Zhong, C. S., & Melendez-Torres, G. (2017). The effect of peer-led self-management education programs for adolescents with asthma: A systematic review and meta-analysis. Health Education Journal, 76(6), 676-94.