"It's On Me": Perspectives of College Students Without Complex Medical Needs Learning to Manage Their Healthcare.

IF 1.2 Q3 PSYCHOLOGY, CLINICAL Clinical Practice in Pediatric Psychology Pub Date : 2023-06-01 Epub Date: 2022-11-10 DOI:10.1037/cpp0000464

Kelly E Rea, Annabelle E Armah, Cyd K Eaton, Cynthia Suveg, Molly Davis

{"title":"\"It's On Me\": Perspectives of College Students Without Complex Medical Needs Learning to Manage Their Healthcare.","authors":"Kelly E Rea, Annabelle E Armah, Cyd K Eaton, Cynthia Suveg, Molly Davis","doi":"10.1037/cpp0000464","DOIUrl":null,"url":null,"abstract":"Objective: Most of the transition literature examines adolescents and young adults with special healthcare needs, though many youth will eventually transition to adult healthcare providers, regardless of medical complexity. This study addresses this gap by examining transition needs and experiences specifically within a college student sample of emerging adults without complex medical needs.Methods: 108 college students (Mage=20.93 years, SD=1.14) completed interviews and questionnaires regarding transition. The most difficult and easiest aspects of healthcare self-management were thematically coded. Differences in questionnaires were assessed across sources of transition education.Results: 52% of college students reported receiving education about managing healthcare from medical providers versus 95% from caregivers. Notably, 57% desired more support. Those receiving medical provider education reported higher responsibility. Students reported most difficulty managing health insurance. Results were similar across racial and ethnic groups and genders.Conclusions: Gaps in transition preparation include low rates of medical provider education and support regarding health insurance. College students receiving education from medical providers reported greater healthcare responsibility. Provider-led transition education is needed for college students without complex medical needs.Implications for impact statement: This study suggests that college students without complex medical conditions experience gaps in transition preparation. Although half reported talking to their medical provider about transition to adult care, many desired more support, with the greatest difficulty reported in learning to manage health insurance.","PeriodicalId":37641,"journal":{"name":"Clinical Practice in Pediatric Psychology","volume":"11 2","pages":"217-227"},"PeriodicalIF":1.2000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10424779/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Practice in Pediatric Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1037/cpp0000464","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2022/11/10 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}

引用次数: 0

Abstract

Objective: Most of the transition literature examines adolescents and young adults with special healthcare needs, though many youth will eventually transition to adult healthcare providers, regardless of medical complexity. This study addresses this gap by examining transition needs and experiences specifically within a college student sample of emerging adults without complex medical needs.

Methods: 108 college students (Mage=20.93 years, SD=1.14) completed interviews and questionnaires regarding transition. The most difficult and easiest aspects of healthcare self-management were thematically coded. Differences in questionnaires were assessed across sources of transition education.

Results: 52% of college students reported receiving education about managing healthcare from medical providers versus 95% from caregivers. Notably, 57% desired more support. Those receiving medical provider education reported higher responsibility. Students reported most difficulty managing health insurance. Results were similar across racial and ethnic groups and genders.

Conclusions: Gaps in transition preparation include low rates of medical provider education and support regarding health insurance. College students receiving education from medical providers reported greater healthcare responsibility. Provider-led transition education is needed for college students without complex medical needs.

Implications for impact statement: This study suggests that college students without complex medical conditions experience gaps in transition preparation. Although half reported talking to their medical provider about transition to adult care, many desired more support, with the greatest difficulty reported in learning to manage health insurance.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

"这是我的责任"：没有复杂医疗需求的大学生学习管理医疗保健的视角。

目的：大多数有关过渡的文献都是针对有特殊医疗需求的青少年和年轻成人的，尽管许多青少年最终都会过渡到成人医疗服务提供者，无论医疗需求是否复杂。本研究针对这一空白，以没有复杂医疗需求的新兴成年人为样本，专门研究了大学生的过渡需求和经验。方法：108 名大学生（年龄=20.93 岁，SD=1.14）完成了有关过渡的访谈和问卷调查。对医疗自我管理中最困难和最容易的方面进行了主题编码。对不同过渡教育来源的问卷差异进行了评估：52%的大学生表示接受过医疗服务提供者提供的医疗保健管理教育，而95%的大学生则表示接受过护理人员提供的医疗保健管理教育。值得注意的是，57%的学生希望得到更多支持。接受医疗服务提供者教育的学生表示责任感更强。学生们表示管理医疗保险最困难。不同种族、民族和性别的结果相似：过渡准备方面的差距包括医疗服务提供者在医疗保险方面的教育和支持比例较低。接受过医疗服务提供者教育的大学生表示在医疗保健方面承担了更大的责任。没有复杂医疗需求的大学生需要由医疗服务提供者主导的过渡教育：本研究表明，没有复杂病症的大学生在过渡准备方面存在差距。尽管有一半的人表示曾与医疗服务提供者讨论过向成人护理过渡的问题，但许多人希望得到更多的支持，其中在学习管理医疗保险方面遇到的困难最大。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Clinical Practice in Pediatric Psychology Psychology-Clinical Psychology

CiteScore

2.30

自引率

18.20%

发文量

期刊介绍： Clinical Practice in Pediatric Psychology® publishes articles representing the professional and applied activities of pediatric psychology. The journal comprehensively describes the breadth and richness of the field in its diverse activities;complements the scientific development of the field with information on the applied/clinical side;provides modeling that addresses the ways practicing pediatric psychologists incorporate empirical literature into day-to-day activities;emphasizes work that incorporates and cites evidence from the science base; andprovides a forum for those engaged in primarily clinical activities to report on their activities and inform future research activities. Articles include a range of formats such as commentaries, reviews, and clinical case reports in addition to more traditional empirical clinical studies. Articles address issues such as: professional and training activities in pediatric psychology and interprofessional functioning;funding/reimbursement patterns and the evaluation of the cost-effectiveness of clinical services;program development;organization of clinical services and workforce analyses;applications of evidence based interventions in "real world" settings with particular attention to potential barriers and solutions and considerations of diverse populations;critical analyses of professional practice issues;clinical innovations, e.g., emerging use of technology in clinical practice;case studies, particularly case studies that have enough detail to be replicated and that provide a basis for larger scale intervention studies; andorganizational, state and federal policies as they impact the practice of pediatric psychology, with a particular emphasis on changes due to health care reform.