Camps as an educational strategy

Abstract

The diabetes education modality in camps (DC) started 3 years after the discovery of insulin, when in 1925 Dr. Leonard Wendt held the first camp for children with diabetes in Michigan, USA. Three years later, Clara Barton organized a camp for girls with diabetes in North Oxford, Massachusetts, USA. It then spread to different parts of that country and the world. In 1951, the first publication on DC appeared in JAMA Pediatrics. In 1989, the WHO, in the St. Vincent declaration, proposed DC as an educational approach for self-management techniques and psychological support.

Various meta-analyses show that HbA1c, knowledge about the disease, quality of life, and anxiety improve after attending DC (Pediatrics Diabetes 2020), as well as other studies on better metabolic control and quality of nutrition (Nutrients 2024). In 2011, the ADA established guidelines on guarantee clinical safety and enhance the biopsychosocial development of its participants. The Argentine Diabetes Federation (FAD since 1973 has started this educational activity, becoming increasingly popular over the years. CENEXA, led by Dr. Gagliardino, Dr. Mabel Dexter, and Dr. Angela Figueroa Sobrero, have successfully conducted DC. These environments, designed to combine recreational activities with intensive education on self-care, provide patients and their families with an enriching experience about understanding the disease.

The multidisciplinary team must have prior knowledge to analyze and organize groups by age based on: the personal information, treating doctor's certificate, anthropometric data, date of onset and form of DM presentation, type of education the patient received, self-monitoring method, insulin regimen (type, schedule, dose), history of DKA or severe hypoglycemia in the past 6 months, HbA1c of from the last 6 months, associated illnesses, use of medications for other causes, dietary restrictions, whether they practice physical activity or sports. The team in charge consists of a pediatrician specialized in Diabetes,  Psychologist, Diabetes Educator, PE Teacher,  Nutritionist, and leaders with type 1 diabetes, nursing staff, and reference centers for complex cases for referring participants in case of acute pathologies.

Activities must follow the proposed schedule, keep records, and include playtime. Independence is one of the goals. Install practical skills as habits and anticipate actions in the youngest ones, in schoolchildren and adolescents promote active participation in the learning process about recognizing hypoglycemia and hyperglycemia, healthy eating and carbohydrate counting, insulins, physical activity, emotions through games or drawings, and the use of new diagnostic technologies. Evaluate the social and cultural context of the participants and connect with peers with the same medical condition. The DCs must meet the highest clinical safety standards, ensuring that recreational activities are supported by trained professionalsist.