The Quest for Health Information Resources by Young Adults with Disabilities: Building Theory
Bibliographic record
Abstract
This constructivist grounded theory study aims to understand the experiences of health information-seeking processes of young adults with lifelong physical disabilities during their transition from pediatric to adult healthcare. Its additional purpose is to build a theoretical framework comprised of the associated processes and sub-processes. Previous research has linked engaging in lifestyle health behaviours and health information-seeking. It has also found that, during the transition from pediatric to adult healthcare, young adults with lifelong physical disabilities engage in lifestyle health behaviours that put them at risk for secondary health conditions. The issue is exacerbated because, during this transition, these young adults often move from comprehensive, coordinated pediatric healthcare services to adult healthcare services that are less coordinated and inadequately address the multiple interrelated physical, psychological, and emotional problems that can accompany physical disability. Research has pointed to a paucity of relevant health information and resources available during this transition period. Furthermore, it has shown that little attention has been directed at health information-seeking by these young adults in transition. My study addresses the gap in knowledge about health information-seeking processes of young adults with lifelong physical disabilities as they transition from pediatric to adult healthcare. Accordingly, using Charmaz’s constructivist grounded theory methodology, I conducted ten in-depth, semi-structured interviews and three subsequent in-depth theoretical sampling interviews with young adults with lifelong physical disabilities during their transition from pediatric to adult healthcare to learn more about their health information-seeking experiences and to develop a theoretical framework that incorporates health information-seeking processes and sub-processes. My iterative data analysis revealed four categories and their associated sub-categories related to the interplay concerning personhood (physical, cognitive, psychological aspects), emotion, and the broad context/environment that constitute the building blocks for a middle-range theory. The resulting theoretical framework embodies the core construct of the quest for health information resources by young adults with lifelong physical disabilities during their transition from pediatric to adult healthcare as well as these four categories and their sub-categories. Contributions of my findings to knowledge and theory, as well as their implications for clinical and public health practices, education for healthcare professionals, and policy emphasizing public health policy with a view to mitigating the health disparities of these young adults compared to their peers without disabilities, are discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.005 | 0.003 |
| Science and technology studies | 0.004 | 0.012 |
| Scholarly communication | 0.007 | 0.008 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".