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Background <p>Mental health is a critical yet often underemphasized dimension in the management of individuals with Type 1 Diabetes Mellitus (T1DM), who are at elevated risk for psychological disorders. Educational interventions, including traditional education, psychoeducational, and psychosocial programs, are increasingly recognized as supporting self-care and promoting psychological well-being.</p> Aim <p>This scoping review aims to systematically map the existing literature on educational programs for individuals with T1DM, with a specific focus on their impact on mental health outcomes.</p> Methods <p>The review was conducted according to the Joanna Briggs Institute (JBI) methodology and guided by the Population, Concept, and Context (PCC) framework. A comprehensive search was performed across six major biomedical databases (PubMed, Embase, CINAHL, Web of Science, Scopus, PsycINFO), including studies that examined educational interventions addressing mental health in individuals with T1DM.</p> Results <p>A total of 18 studies were included, covering a range of educational interventions, such as digital tools, psychological therapies (e.g., ACT, CBT), and self-care interventions, most of which were delivered by multidisciplinary teams. Many interventions demonstrated positive effects on mental health, including reduced anxiety, enhanced mood, and improved self-management. Key facilitators included professional support, peer involvement, and the integration of psychological components. Barriers included high dropout rates and limited tailoring to age-specific needs.</p> Conclusions <p>Educational interventions can positively influence mental health outcomes in individuals with T1DM. However, the literature remains fragmented, and program effectiveness varies. There is a pressing need for more flexible, personalized, and age-sensitive educational interventions that incorporate emotional and psychological support and address implementation challenges.</p>

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Educational programs and mental health outcomes in individuals with type 1 diabetes: a scoping review

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月26日

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  • Ilaria Milani,
  • Gani Antony Leonardo Carreno Dextre,
  • Rolando Francesco Elisei,
  • Paola Ripa,
  • Stefano Romano Capatti,
  • Arianna Magon,
  • Silvia Cilluffo,
  • Stefano Terzoni,
  • Maura Lusignani,
  • Monica Petralito,
  • Rosario Caruso

摘要

Background

Mental health is a critical yet often underemphasized dimension in the management of individuals with Type 1 Diabetes Mellitus (T1DM), who are at elevated risk for psychological disorders. Educational interventions, including traditional education, psychoeducational, and psychosocial programs, are increasingly recognized as supporting self-care and promoting psychological well-being.

Aim

This scoping review aims to systematically map the existing literature on educational programs for individuals with T1DM, with a specific focus on their impact on mental health outcomes.

Methods

The review was conducted according to the Joanna Briggs Institute (JBI) methodology and guided by the Population, Concept, and Context (PCC) framework. A comprehensive search was performed across six major biomedical databases (PubMed, Embase, CINAHL, Web of Science, Scopus, PsycINFO), including studies that examined educational interventions addressing mental health in individuals with T1DM.

Results

A total of 18 studies were included, covering a range of educational interventions, such as digital tools, psychological therapies (e.g., ACT, CBT), and self-care interventions, most of which were delivered by multidisciplinary teams. Many interventions demonstrated positive effects on mental health, including reduced anxiety, enhanced mood, and improved self-management. Key facilitators included professional support, peer involvement, and the integration of psychological components. Barriers included high dropout rates and limited tailoring to age-specific needs.

Conclusions

Educational interventions can positively influence mental health outcomes in individuals with T1DM. However, the literature remains fragmented, and program effectiveness varies. There is a pressing need for more flexible, personalized, and age-sensitive educational interventions that incorporate emotional and psychological support and address implementation challenges.