Quality of Life of College Students Living With Type 1 Diabetes

Abstract

The purpose of this phenomenological qualitative study was to examine the quality of life among college students living with Type 1 diabetes (T1D). Inclusion criteria included age 18 to 24, current college student, and a diagnosis of T1D for at least 1 year. Semi-structured interviews were conducted, in-person and by phone. During these interviews, college students shared stories of living with T1D and its impact on their quality of life. Three major themes emerged, which included "planning ahead," "thinking positive," and "seeking support." These findings provide a better understanding of the transitional experience of living with T1D and the impact on perceived quality of life while attending college. Techniques and strategies aimed at the enhancement of perceived quality of life for college students living with T1D were identified. These findings will provide valuable insight for professionals working with this population.

Perfectionism and quality of life among college students with rheumatoid arthritis

“…Young adults entering college must navigate a range of stressors and tasks, such as transitioning to a new living environment, meeting new people, greater academic demands, and greater independence from caregivers (Fredette, Mawn, Hood, & Fain, 2016;Rapley & Davidson, 2010;Ravert, Boren, & Wiebke, 2015). Once at college, students are exposed to significant stress and pressure as they attempt to successfully complete their academic studies and prepare for a career, in addition to maintaining work and developing a new social network (Fredette et al, 2016;Ravert et al, 2015;Zullig, 2005). Although young adults living with chronic health conditions experience many of the same developmental transitions and tasks as their comparably healthy peers, they must complete such tasks with additional stress and challenge (McGlynn, 2007;Verhoof, Maurice-Stam, Heymans, Evers, & Grootenhuis, 2014).…”

“…These students must navigate both developmental and disease-specific tasks and manage the academic and social responsibilities of college while simultaneously navigating health and financial responsibilities that come with chronic disease (Fredette et al, 2016;Ravert et al, 2015) The terms "chronic health condition," "chronic disease," and "chronic illness" are used interchangeably here to describe a wide range of long-lasting medical conditions. Most typically, these terms refer to medical diseases that students continually experience and try to treat for an unspecified period of time (Center for Online Education, 2017).…”

“…According to McGlynn (2007), while some students may reach out to others for connection and support, social stigma associated with medical illness can prevent the development of peer support and relationships that are helpful 3 and validating. Furthermore, there are high social expectations and pressures in college and students living with chronic health conditions often have a difficult time developing a social support network; thus, they may perceive their illness as interfering with both their academic and social experiences in college (Fredette et al, 2016;McGlynn, 2007). For example, students may be unsure if they should share their illness with peers for fear of being perceived as different or inadequate (Abbott, Cairns, & Davies, 2008;Fredette et al, 2016;Ravert et al, 2015).…”

“…Therefore, students may have greater social anxiety and may feel lonely, isolated, or rejected by their peers (Fredette et al, 2016;Herts et al, 2014;Livneh & Antonak, 2005;McGlynn, 2007;Pinquart & Shen, 2011). Finally, some students whose chronic health conditions are relatively invisible may feel overlooked or invalidated, especially if their pain, needs, and level of impairment ebbs and flows, which is common of chronic disease (Inside Higher Ed, 2007).…”

“…Therefore, these students experience the additional burden of managing their health while simultaneously trying to achieve academic success (Fredette et al, 2016;McGlynn, 2007;Ravert et al, 2015). The myriad of stressors that students with chronic illness may face can influence their quality of life (QOL), which are subjective perceptions of well-being and satisfaction in a range of life domains, such as work, leisure, and social (Bigal, Bigal, Betti, Bordini, & Speciali, 2001;Bishop, 2005;Herts et al, 2014;Rocha & Fleck, 2010;The WHOQOL Group, 1998a).…”