中村, 伸枝

出野, 慶子

金丸, 友

谷, 洋江

白畑, 範子

内海, 加奈子

仲井, あや

佐藤, 奈保

IDENO, Keiko

KANAMARU, Tomo

TANI, Hiroe

SHIRAHATA, Noriko

UTSUMI, Kanako

NAKAI, Aya

SATO, Naho

KANEMATSU, Yuriko

parent

self-care behavior

learning process

This paper aims to clarify the learning process of self-care behavior in young children with type 1 diabetes fromthe perspective of parent-child interaction, and construct a framework for effective nursing intervention during thelearning process.Japanese reports published from 1992 to 2011 were collected from Ichushi-Web ver.5 and CiNii. English reportspublished from 2002 to 2011 were collected from CHNAHL, MEDLINE, Academic Search Premier, and PsycINFO.Relevant publications were identified using“ young children or preschool children or school children"“, diabetes" and“parents or mother" as search terms. A total of 8 Japanese reports and 8 English reports were collected. These 16reports were reanalyzed using meta-data-analysis, according to the methods described by Patterson. The followingresults were obtained.Essential factors in the learning process of self-care behavior in young children with type 1 diabetes were emotion,interest in self-care behavior, ability to learn technical skills, and knowledge about diabetes management. Theseessential factors were based on the achievement of developmental tasks before entering preschool. Additional essentialfactors were social support for mothers and children and the mothers' efforts to promote their children's self-carecompetency and create a safe environment.The learning process of self-care behavior in young children with type 1 diabetes was complex and comprisedthe children's physical and cognitive development, the expansion of social support, and the mothers' achievement offlexible diabetes management and experience in raising young children. The framework of the learning process includesthe interaction between children and mothers and the dynamic change in social support over time.