Sleep Quality and Quantity in Low-Income Postpartum Women.

PURPOSE: To describe and explore patterns of postpartum sleep, fatigue, and depressive symptoms in low-income urban women. STUDY DESIGN AND METHODS: In this descriptive, exploratory, nonexperimental study, participants were recruited from an inpatient postpartum unit. Subjective measures were completed by 132 participants across five time points. Objective sleep/wake patterns were measured by 72-hour wrist actigraphy at 4 and 8 weeks. Mean sample age was 25 years, high school educated with 3.1 children. Over half the sample reported an annual income less than 50% of the federal poverty level. RESULTS: Objectively, total nighttime sleep was 5.5 hours (week 4) and 5.4 hours (week 8). Subjectively, 85% met criteria for "poor sleep quality" at week 4, and nearly half were persistently and severely fatigued through 8 weeks postpartum. CLINICAL IMPLICATIONS: The majority (65%) of women in this study met the definition of "short sleep duration," defined as sleeping ≤ 6 hours per night. Adverse effects of this short sleep on physical and mental health as well as safety and functioning, especially within the context of poverty, may be profound. There is an urgent need for further research on sleep in low-income underrepresented women to identify interventions that can improve sleep and fatigue as well as discern the implications of sleep deprivation on the safety and physical and mental health of this population.

Helping Adolescents with Type 1 Diabetes "Figure It Out".

UNLABELLED: The aim of this study was to gain an understanding of adolescent's experiences living with diabetes and build a theoretical paradigm for future interventions in adolescents with type 1 diabetes mellitus (T1DM). The adolescent's quest for independence, balancing blood sugars, and integrating diabetes led to increased conflict with parents which contributed to difficulty coping. One code in this study, "figuring it out", is the focus of this manuscript. METHODS: Grounded theory with 15 in depth interviews were conducted with adolescents ages 11 to 15 with T1DM. RESULTS: A theoretical model about the concept of "normalizing" was identified. Normalizing was defined as the ability to integrate diabetes into the background of one's daily life to make diabetes 'part of me'. The fifth phase of normalizing was "Figuring it out" which had 4 sub codes: (1) learning to accept diabetes, (2) believing it's possible to manage their diabetes, (3) showing responsibility, and (4) staying on track, and the normalizing task was "accepting the new normal". CONCLUSIONS: Adolescents with T1DM develop the understanding that diabetes is their 'new normal'. The use of motivational interviewing, goal setting, and promotion of self-management may be important interventions in supporting adolescents with T1DM to normalize their life.

The "Face" of Diabetes: Insight Into Youths' Experiences as Expressed Through Drawing.

OBJECTIVE: The purpose of this descriptive pilot study was to assess the ability of youth to create a meaningful drawing related to living with type 1 diabetes and explore the benefits of expressing emotion through drawing in future interventional work. METHODS: Youth aged 4 to 19 years (N = 242) with type I diabetes attending routine follow-up appointments within a pediatric specialty clinic were asked to draw: "If diabetes had a face what would it look like?" RESULTS: Drawings reflected many emotions and ranged from simple to complex in detail. Drawings reflected multiple experiences of living with diabetes including emotions, tools used for management, and effects of self-care. CONCLUSIONS: Youth were able to create drawings reflecting their experience of living with diabetes. Youth conveyed a variety of emotions, attitudes, and experiences in drawing the "face" of diabetes. Drawing during clinic visits provides opportunity to explore the unspoken experiences of living with a chronic health condition, which may not be obtained during routine clinical information gathering. Deeper understanding of patient's lived experience may assist providers in therapeutic management.

Moving the Journey Towards Independence: Adolescents Transitioning to Successful Diabetes Self-Management.

PURPOSE: To gain a greater understanding of adolescent's experiences living with Type 1 diabetes mellitus (T1DM) and create a theoretical paradigm. METHODS: Grounded theory as described by Glaser was used. Fifteen in-depth interviews were conducted with adolescent's ages 11-15 with T1DM. Symbolic interactionism is the theoretical framework for grounded theory. Data were collected; transcribed, coded, and analyzed simultaneously using constant comparative analysis and findings were grounded in the words of participants. RESULTS: A theoretical model was created with the concept of "normalizing". Normalizing was defined as the ability to integrate diabetes into one's daily life to make diabetes 'part of me'. Phase four of the model, and the focus of this manuscript was "Moving the Journey towards Independence" and included: 1) taking over care, 2) experiencing conflict with parents, and 3) realizing diabetes is hard. The major task for adolescents in this phase was separating from parents to independently manage diabetes. The normalizing task for this phase was: "taking on the burden of care". Adolescents described challenges with independent care and increased parental conflict including: fearing needles, forgetting insulin, feeling embarrassed and believing that diabetes was a burden in their life. Additionally, juggling the multiple responsibilities of home, school and work along with managing a chronic illness during adolescence is challenging. CONCLUSIONS: Transitioning to diabetes self-management is a challenge for adolescents. This model advances understanding of the moving processes in adolescents transitioning; additionally, hypotheses are presented that may be used for developing interventions to promote success in self-management.

Family Perspectives of Components of a Diabetes Transition Program.

PURPOSE: To evaluate the perspectives of adolescent/parent dyads about a diabetes program on: (1) perception of knowledge, self-efficacy, importance of transition behaviors and ability to self-manage diabetes, (2) the congruency of knowledge and skills important for transition, (3) program specifics families determined helpful for transition, and (4) the relationship of adolescents' self-efficacy to self-management behaviors (SMB) and Hemoglobin A1C (HbA1C). METHODS: The individual and family self-management theory guided this prospective cross-sectional study. Sample included 45 dyads from a pediatric diabetes program. Dyads independently completed questionnaires related to knowledge, self-efficacy, the importance of specific diabetes knowledge and skills, and behaviors helpful for self-management and transition readiness. Analysis included frequencies, correlations, Cronbach's alpha, and paired t-tests. RESULTS: Knowledge was high and self-efficacy even higher in the dyads. However, they did not agree on behaviors important for transition such as, knowing what the HbA1C should be, accurately counting carbohydrates, how to check ketones, how alcohol and drugs affect diabetes, or consistent documentation of blood sugar, carbohydrates and insulin doses. Adolescents indicated talking with providers and program materials as helpful, but attending regular visits and talking with parents as most helpful for transition. Adolescent and parent assessment of adolescent self-efficacy and self-management behaviors were strongly correlated. Family dyad's perceptions of adolescent self-efficacy were similar but not related to HbA1C. CONCLUSION: A diabetes transition program has the opportunity to impact an adolescent's ability to self-manage their chronic illness by increasing self-efficacy and recognizing the strengths of the parent, adolescent and provider in the transition process.

Normalizing: adolescent experiences living with type 1 diabetes.

PURPOSE: The purpose of this research study was to gain a greater understanding of adolescents' experiences living with diabetes and build a theoretical paradigm to inform interventional design. METHODS: Classical grounded theory was utilized; 15 in-depth interviews of 11 subjects were conducted with Caucasian adolescents' ages 11 to 15 with type 1 diabetes. Interviews were recorded and transcribed verbatim. Data were analyzed using constant comparative analysis. Codes were linked to create the paradigm. RESULTS: A theoretical model was developed about the concept of "normalizing." Normalizing is defined as the ability of the adolescents to integrate diabetes into the background of their daily life by creating routines to make diabetes "part of me." Codes identified in normalizing included: (1) recognizing life is changing, (2) taking action to prevent a crisis, (3) disclosing to engage support, (4) taking on the burden of care, (5) accepting the "new normal," and (6) hoping for a normal future. CONCLUSIONS: Normal developmental tasks of adolescence were closely related and contribute to understanding why adolescents struggle with diabetes. These research findings place a different and positive perspective on diabetes management; the focus shifts to supporting wellness and maintaining a normal life rather than on illness. Findings are expected to be of value to health providers working with adolescents with type 1 diabetes, parents, nursing researchers, and adolescents facing the challenge of diabetes management.