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Document Type (Journals)

Original Research

Abstract

Graduate students with chronic illness encounter barriers as they navigate graduate programs to achieve their personal goals. Chronic illnesses are often invisible, which makes it more challenging to navigate the educational system. This study aimed to understand participants’ ability to engage in their academic environment and how the severity of their symptoms related to their diagnosis impacted participation in lectures, laboratory activities, exams, and competencies. Nineteen participants completed the online survey with questions regarding demographics and perception of how their condition impacted their academic performance on their best days versus worst days. Three assessment tools were incorporated into the survey: the Self-Care of Chronic Illness Inventory (SC-CII), the Pain Self-Efficacy Questionnaire (PSEQ), and the Depression, Anxiety, and Stress Scale—21 items (DASS-21). Findings showed there was a correlation between a diagnosed chronic illness and academic performance among entry-level graduate healthcare students. Overall, school participation was the most significantly impacted area, with an average rating of 4.06. Approximately 70% reported that their diagnosis had at least a considerable effect on their academic performance and participation. On their worst symptom days, all participants reported their academic performance was severely impacted across lectures, labs, exams, and competencies. These findings indicate that healthcare programs need to be sensitive towards meeting the perceived needs of students with a diagnosed chronic illness, particularly on their worst symptom days. Occupational therapy clinicians and faculty can assist students with adapting tasks during the physical class component to facilitate participation when symptoms are exacerbated. Student and faculty advocacy may be required at the institutional level to obtain appropriate accommodations. Further research with a larger sample size and including clinical experiences to yield more comprehensive results and foster more academic support for healthcare graduate students to be successful.

Biography

Olivia J. Fulton, OTD, OTR/L, earned her Doctor of Occupational Therapy degree at Gannon University in Ruskin, Florida. She holds a Bachelor of Science degree with a major in Kinesiology: Pre-Occupational Therapy and a minor in Psychology from Southeastern University in Lakeland, Florida.

Lizeth S. Iboy, OTD, OTR/L, earned her Doctor of Occupational Therapy degree at Gannon University in Ruskin, Florida. She holds a Bachelor of Science degree in Health Science from the University of South Florida in Tampa, Florida.

Bonnie Decker, EdD, OTR/L, FAOTA, an OT with over 40 years of pediatric clinical experience, is an Associate Professor in the Doctor of Occupational Therapy program at Gannon University, Ruskin campus, Florida. She teaches the pediatric and research classes to students in the OTD program.

Declaration of Interest

The authors report no declarations of interest.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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