Transitional Care for Type 1 Diabetes: The Certified Diabetes Educator Perspective
| dc.contributor.advisor | dela Cruz, Aniela | |
| dc.contributor.author | Rossiter, Brittany | |
| dc.contributor.committeemember | Butalia, Sonia | |
| dc.contributor.committeemember | Raffin Bouchal, Donna Shelley | |
| dc.date | 2024-05 | |
| dc.date.accessioned | 2024-04-17T15:59:16Z | |
| dc.date.available | 2024-04-17T15:59:16Z | |
| dc.date.issued | 2024-04-15 | |
| dc.description.abstract | Adolescence is a time when significant growth and development occur. Undergoing typical developmental transitions may include experiences such as academic pursuits, applying to post-secondary education, and striving for increased independence. Adolescents living with type 1 diabetes (T1D) will experience typical developmental tasks and manage an invisible life-threatening chronic disease that requires constant input and thoughtful choices in food, insulin dosing, and more. The transition of care from pediatric to adult diabetes clinics occurs during this fragile period in an adolescent’s life (Allen & Gregory, 2009; de Beaufort et al., 2010). Much research has involved adolescents undergoing transition, their families, and some healthcare provider (HCP) input. However, there is a notable lack of insight from registered nurses (RNs) working as certified diabetes educators (CDEs). RN CDEs are often highly trusted members of the diabetes team and have direct and extensive contact with patients, their families, and other HCPs. Using classic grounded theory methodology, a qualitative study was undertaken to understand the perspective of registered nurses working as certified diabetes educators on the transition of adolescents from pediatric to adult diabetes care programs. Seven CDE nurses from Calgary, Alberta were interviewed. Data analysis was completed using the constant comparative process, coding, and memo-writing. The core category and theory of Adaptation, with supporting categories of Loss, Embrace the New, and Red Tape emerged through analysis. Additionally, nurse participants discussed practical options for improving transitional care for adolescents, their families and healthcare providers in Calgary, Alberta. | |
| dc.identifier.citation | Rossiter, B. (2024). Transitional care for type 1 diabetes: the certified diabetes educator perspective (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. | |
| dc.identifier.uri | https://hdl.handle.net/1880/118421 | |
| dc.language.iso | en | |
| dc.publisher.faculty | Graduate Studies | |
| dc.publisher.institution | University of Calgary | |
| dc.rights | University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | |
| dc.subject.classification | Nursing | |
| dc.title | Transitional Care for Type 1 Diabetes: The Certified Diabetes Educator Perspective | |
| dc.type | master thesis | |
| thesis.degree.discipline | Nursing | |
| thesis.degree.grantor | University of Calgary | |
| thesis.degree.name | Master of Nursing (MN) | |
| ucalgary.thesis.accesssetbystudent | I do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible. |