7,8 Indeed, recent selleck chemical policy documents stress the contribution that children, young people and families have to make in shaping the future of health care in the UK.9,10 Therefore, although this study in its entirety explored the views of children and young people with T1DM, their parents and health care professionals, the experiences of children, young people and parents are reported here. The main research aims were: To develop a model of care that will deliver the aspirations of the policy document ‘Making every young person with

diabetes matter’.11 To improve the care provision for children and young people with T1DM in England. The research, entitled ‘Join us on our journey’, was a three-year, multi-site study. Nine acute trusts across the Yorkshire and the Humber region were involved and overall 300 participants throughout the region took part. Of Torin 1 ic50 these, 257 comprised children, young people and parents. The research employed a qualitative approach and process-mapping, using talking groups (a term coined by the children and

young people to describe focus groups), was the main methodological component. The rationale behind using a process-mapping approach was to map out the T1DM journey for children and young people who had the condition, which meant establishing what worked well, what worked less well, where the areas of inefficiency were

to be found and how a particular area needed to improve. In the case of diabetes care provision for children and young people, this approach enabled the complete journey, from diagnosis through to transition from paediatric Resveratrol to adult services, to be explored. In keeping with the theme, ‘bus stops’ along a ‘diabetes journey’ were used to represent the different stages along the child’s and young person’s diabetes care pathway (see Box 1). The talking groups used the ‘bus stops’ as a basis for generating discussions and all participants were asked three key questions in relation to each ‘bus stop’: What is currently happening? What is missing? What needs to happen? So, as an example, for ‘bus stop’ 3, participants were asked: What currently happens in terms of managing complications? What is missing? What needs to happen? Bus stop 1 Diagnosis and initial management Bus stop 2 Annual assessment of the continuing care plan and monitoring of complications Bus stop 3 Management of complications Bus stop 4 Structured education Bus stop 5 Mental health and emotional well-being Bus stop 6 Support of child and family Bus stop 7 Early years and school setting Bus stop 8 Promoting good health and healthy choices Bus stop 9 Sexual health and pregnancy Bus stop 10 Transition Bus stop 11 Benefits Children and young people aged 6–25 and their parents participated in the research.