Abstract

Abstract Background: Children with Type 1 diabetes (T1D) rely on school personnel to recognize symptoms and respond to diabetes-related emergencies during the school day. However, many rural school districts lack standardized training for staff responsible for supporting students with chronic health conditions. Purpose: This quality improvement project evaluated the feasibility and educational impact of a brief, self-paced, evidence-based diabetes education program designed to improve school personnel knowledge and response confidence related to T1D management. Methods: A quality improvement design was used in which school personnel with direct student contact completed an asynchronous educational module. Outcome measures included the Michigan Diabetes Knowledge Test (DKT) and a 7-item Likert-scale confidence survey. Data were collected electronically using Qualtrics and analyzed using descriptive statistics and reliability testing. Results: Twenty-six participants completed the confidence survey and twenty-two completed the knowledge assessment. Participants demonstrated relatively strong diabetes knowledge, with an average DKT score of approximately 87%. Confidence responses clustered toward higher values, and the confidence survey demonstrated excellent internal consistency (Cronbach’s α = .965). Due to the absence of unique participant identifiers and clearly defined timepoints, pre–post comparisons could not be conducted. Conclusions: A brief, asynchronous diabetes education program is feasible for school personnel and may support improved preparedness for diabetes management in rural school settings where access to school nursing resources may be limited

Date of publication

Summer 7-5-2026

Document Type

DNP Scholarly Project

Language

english

Persistent identifier

http://hdl.handle.net/10950/5109

Committee members

GINA DUDLEY DNP, RN, ACUE, Emily Fox DNP, APRN, NNP-BC, CNE, J. Michael Leger PhD, MBA, RN, CNE, NEA-BC, CNL

Degree

Doctor of Nursing Practice

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