Blog Post #10

Abstract

This research paper seeks to explore the stressors that are induced upon college students in general, while also comparing the added affects those stressors have on students with type 1 diabetes accompanied by the unique stressors T1D students face in a college setting that others do not. The findings will contribute to ideas and ways which will add to a holistic healthcare plan which includes additional tools and resources allotted to students with T1D that can be deduced and implemented within Universities. In turn, such practices could possibly better aid students with T1D so they can succeed at an equal or greater rate as their counterparts.

Works Cited

• “Back to School: College Students with Diabetes Face Unique Challenges.” DLife, 27 Aug.2019,dlife.com/back-to-school-college-students-with-diabetes-face-unique-challenges/.

• Carter, Ethan Michael. “18 Eye-Opening College Student Stress Statistics.” WhatToBecome, 19 Mar. 2020, whattobecome.com/blog/college-student-stress-statistics/.

• DLife. Can Stress Cause Diabetes? DLife, 15 June 2018, dli

• Fedor A, Schumacher JR, Banning J, Mckinnis R, Wilson M, Fedor A. Perceptions of How the Transition From Home Life to College Life Affects Type 1 Diabetes Management. Diabetes spectrum : a publication of the American Diabetes Association. 2017;30(4):315-319. doi:10.2337/ds17-0019

• Fredette J, Mawn B, Hood K, Fain J. Quality of Life of College Students Living With Type 1 Diabetes: A Qualitative View. Western Journal of Nursing Research. 2016;38(12):1595-1610. doi:10.1177/0193945916651265

• “How Much Does an Insulin Pump Cost?” CostHelper, health.costhelper.com/insulin-pump.html.

• Ness MM, Saylor J, Selekman J. Maternal Experiences of Transitioning Their Emerging Adult With Type 1 Diabetes to College. The Diabetes Educator. 2018;44(2):178-187. doi:10.1177/0145721718759980

• Saylor J, Lee S, Ness M, et al. Positive Health Benefits of Peer Support and Connections for College Students With Type 1 Diabetes Mellitus. The Diabetes Educator. 2018;44(4):340-347. doi:10.1177/0145721718765947

• Saylor J, West S, Roth C, Ike E, Hanna KM, Calamaro CJ. Psychosocial Educational Needs of College Students Newly Diagnosed With Type 1 Diabetes. AADE in Practice. 2017;5(6):40-45. doi:10.1177/2325160317735351

• Spain, Erin. “College Kids Need to Change Unhealthy Ways.” College Kids Need to Change Unhealthy Ways, news.northwestern.edu/stories/2014/05/college-kids-need-to-change-unhealthy-ways.

• Spero, David, and Bsn. “Is Continuous Glucose Monitoring Worth It? - Diabetes Self.” Management, Diabetes Self Management, 28 Sept. 2011, www.diabetesselfmanagement.com/blog/is-continuous-glucose-monitoring-worth-it/.

• “Stress and the College Student.” Affordable Schools, affordableschools.net/features/stress-college-student/.

• “Type 1 Diabetes.” Mayo Clinic, Mayo Foundation for Medical Education and Research, 7 Aug. 2017, www.mayoclinic.org/diseases-conditions/type-1-diabetes/symptoms-causes/syc-20353011.

• “The Big Balance: Newly Diagnosed Type 1 Diabetes and College.” The Big Balance: Newly Diagnosed Type 1 Diabetes and College | College Diabetes Network, collegediabetesnetwork.org/big-balance-newly-diagnosed-type-1-diabetes-and-college.

• Western Governors University. “Stress in College Students for 2019: (How To Cope).” Western Governors University, Western Governors University, 18 Feb. 2020, www.wgu.edu/blog/stress-college-students-2019-how-to-cope1902.html.

Case (Blog #8)

the case I will be exploring is of a Florida Gulf Coast University student, Samira Hemraj. She was diagnosed with type 1 diabetes over winter break, causing her to have to adjust her lifestyle in order to cope with the disease that she would have to manage within the next few weeks as she made her way back to college, far from home. This case supports the debate that I will be talking about in my paper because she also talks about all of the factors I mention and goes into further life experiences that support the talking points I have mentioned. Things such as managing diabetes and how to do it, making decisions that will minimize stressors such as her living arrangements, and being organized/well prepared as well as utilizing resources offered by the university which allow her to stay both physically and mentally healthy. The research I have in relation to the case comes mainly from the articles released by the author and doctor Jennifer Saylor. She specializes in the study and data reading of those young adults who are currently in or making the transition into a college setting. Thus, it allows the talking point created in the case study to be more thoroughly supported and explained in greater detail. Other useful cases related to this one include Sarah Portewig, as she talks about common misconceptions about the disease, things that she wished people knew about the disease, etc.

https://hellogiggles.com/lifestyle/health-fitness/college-student-talked-to-us-about-living-with-diabetes/

Frame (Blog #7)

In my quest to better understand type 1 diabetes that arises during students in college years, I believe it is important to consider the student as a whole rather than just someone who just suddenly and randomly developed such a disease. In doing so, I believe my theoretical frame in my research paper is going to be about holistic healthcare, which is treating a patient by looking at all aspects of their life to determine the best way to treat their illness. This includes examining things such as mental and physical health, social habits, stress factors, relationships, etc. which are all relative to that in a college students life. I am using academic terms such as  social stressors, diabetes management, and emerging adulthood which allow me to better understand the reasons and ways that students with this disease are affected on a daily basis. The sources that offer the most insight when constructing my paper are found coming from the author, Jennifer Saylor.

Sources:

• Saylor, Jennifer, et al. “Positive Health Benefits of Peer Support and Connections for College Students With Type 1 Diabetes Mellitus.” Sage Journals, The Diabetes Educator, 27 June 2018, journals-sagepub-com.proxy.libraries.rutgers.edu/doi/pdf/10.1177/0145721718765947.
• Saylor, Jennifer, et al. “Psychosocial Educational Needs of College Students Newly Diagnosed With Type 1 Diabetes.” Sage Journals, AADE in Practice, 23 Oct. 2017.

Literature Review Blog Post #4

Citation:

• Saylor, Jennifer, et al. “Psychosocial Educational Needs of College Students Newly Diagnosed With Type 1 Diabetes - Jennifer Saylor, Sydney West, Christina Roth, Emily Ike, Kathleen M. Hanna, Christina J. Calamaro, 2017.” SAGE Journals, 23 Oct. 2017, journals.sagepub.com/doi/full/10.1177/2325160317735351#articleCitationDownloadContainer

Summary:

• In this article the author conveys a strong message portraying the social needs of a college student living with type 1 diabetes. She asserts the idea that individuals need alt of support when newly diagnosed in college or if they are already diagnosed and making the transition into college (emerging adulthood). Further, the author talks about the special needs/accommodations for students with type 1 diabetes when faced with a college lifestyle of mental health issues, alcohol consumption, and sexual activity. She explores ways in which individuals need help and guidance in these areas and how they can navigate these paths safely.

Author(s): 

• The authors who contributed to this article are Jennifer Saylor, Sydney West, Christina Roth, Emily Ike, Kathleen M. Hanna, and Christina J. Calamaro. The main author is Doctor Jennifer Saylor, who has a program of research that is dedicated to type 1 diabetes of young adults that are transitioning or already in college. Further she is an expert in mixed methods research and large databases. With this kind of background, Doctor Saylor is able to draw logical conclusions from large datasets while also using her studies and expertise in type 1 diabetes to better understand trends in the data given.

Key Terms:

• Emerging Adulthood- "the period from age 18 through age 25. It is a time when internal struggles present themselves relating to peer acceptance and the search for one’s own identity . 
• Peer Support- to have those around you, such as friends, coworkers, club members, etc. that are their to support you and your needs both mentally and physically.

Quotes:

• "As young adults experience new-found  independence and at the same time experience the profound impact of a diagnosis of type 1 diabetes, dealing with the psychological  sequelae can be overwhelming" (Saylor, p.41).
• "college students with type 1 diabetes not only need to cope with typical college living stress but also must manage their diabetes in a college environment. Having a peer support or buddy system during diagnosis may have reduced her stress and anxiety (Saylor, p.42).
• "The American Diabetes Association position statement paper recommends screening at most diabetes visits for psychosocial issues. Also recommended is screening for depressive symptoms, anxiety, and other diabetes-related distress" (Saylor, p.42)

Value:

• This article will help me explore my research question because it not only gives a real life example of a newly diagnosed type 1 diabetic and the struggles faced when diagnosed while being alone at college. It further mentions everyday interactions and instances that college students face that those with type 1 diabetes will have to take into consideration, especially when it comes to psychosocial events such as alcohol use and mental health. Another great thing it mentions is how and why mental health is effected in a student with T1D and how many students turn to alcohol to cope. However, it mentions other alternatives such as having peer support or using a buddy system to ensure one's safety. 

Visual (Blog #6)

In this graph they present the complications often associated with diabetes type 1 and 2. However the comparison between the two types are made as well as how prevalent each complication is associated with both types, side by side. This graph shows a clear representation between which type is harder to manage and the higher rates associated with type 1 due to it being harder to manage. This graph allows viewers to understand why students who suffer from type 1 have a hard time transitioning, focusing, and succeeding throughout their time at college as opposed to those without the disease.

Literature Review Blog Post #3

Citation: 

• Saylor, Jennifer, et al. “Positive Health Benefits of Peer Support and Connections for College Students With Type 1 Diabetes Mellitus.” Sage Journals, The Diabetes Educator, 27 June 2018, journals-sagepub-com.proxy.libraries.rutgers.edu/doi/pdf/10.1177/0145721718765947.

Summary:

• In the article, the author argues that a peer support group for those college students who suffer with type 1 diabetes is clearly beneficial. It is argued that by having such a support group within a university, students who are involved in the group tend to experience feeling less isolated, anxiety and depression while also becoming better at managing their diabetes than those who were not part of the college peer support group.

Authors:

• The authors of the article are, Jennifer Saylor, Sara Lee, Michelle Ness, Jodie M. Ambrosino, Emily Ike, Melissa Ziegler, Christina L. Roth, Christina Calamaro. What makes these authors knowledgeable about T1D and the studies around it is the fact that they are all doctors who either study, teach, or have dealt with patients who have T1D. With that said, all of the doctors who contributed to the article are well versed in the chronic disease which allows them to add extensive information they have gained through years of working closely with the disease.

Key Terms:

• Young Adulthood- Described as being a period of instability and vulnerability, where the transition into college often forces teens to quickly adapt and rely on themselves, becoming independent in order to deal with their own problems. 
• university-based diabetes student organization- An organization held within a college/university that is run by students with diabetes in order to support those who are seeking support for complications with their disease.

Quotes:

• "college students who were affiliated with a university-based diabetes student organization were more likely to use disability accommodations" (Saylor, p.344).
• " Participating in this peer social network may mitigate burnout, which may have the potential for derailing a student’s education, and contributes to negative physical and mental health outcomes" (p.346).
• " Acceptance has been related to more adaptive psychological functioning, fewer T1DM-related problems, and better treatment adherence" (p.344).

Value:

• This article will help me in exploring my research question because it takes into account the mental aspect of T1D, more so rather than the physic aspect. It unveils the harsh reality that many students with the disease suffer from on a daily basis, especially if they are not involved in a college based peer support group. Further, the study shows how those students involved in such groups benefit both mentally and physically, this puts an emphasis on the mental aspect of T1D and how it may be just as important as the physical aspect.

Research Proposal (Blog #4)

Landon Zagacki

Professor Goeller

Research in Disciplines: College!

22 March, 2020

Research Proposal

Working Title: 

Topic

    Throughout this paper I will evaluate the obstacles and precautions that students with type 1 diabetes are plagued with, and how it affects everyday life (mentally, socially, etc.) as a student living on a college campus, and what these students can do to matriculate into college life more easily. Further, I will dissect the procedural differences of everyday life on campus between those students with type 1 and those without it, emphasizing the complex nature of the disease and the reason these students need to be accommodated by the university they attend, as well as the kind of accommodations that should be made. 

Research Question

    How is the transition into college different for those students who have type 1 diabetes compared to those who do not have it? While attending college,what are some of the ways these obstacles affect the students education, finances, and social life? 

Theoretical Frame

    In order to grasp a better understanding of the effects that type 1 diabetes can have on college students, we will be reviewing the research report Quality of Life of College Students Living With Type 1 Diabetes: A Qualitative View, written by Fredette, Mawn, Fain and Hood. In the report the idea of emerging adulthood is mentioned, this is, “used to describe the period from age 18 through age 25” (Arnett, 2000). “It is a time when internal struggles present themselves relating to peer acceptance and the search for one’s own identity” (Faulkner, 2003). The idea of emerging adulthood can be attributed to both students with and without type 1 diabetes, in turn allowing us to establish a baseline of hardships that arise while students make such a transition. While also showing the further hardships and difficulties those students with type 1 face opposed to those without.