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Hospital classroom experiences of hospitalized school-age pediatric oncology patients: A qualitative study
Fatma Dinç1, Aylin Kurt1, Dilek Yıldız2
1Bartın University, Faculty of Health Sciences, Department of Nursing, Bartın, Turkey.
Insights
Hospital classrooms significantly aid school-aged children in pediatric oncology-hematology clinics. These settings facilitate learning, maintain normalcy, and improve adaptation to hospital environments.
Area of Science:
- Pediatric Healthcare
- Educational Psychology
- Childhood Illness Studies
Background:
- Hospitalization presents unique challenges for school-aged children, impacting their education and psychosocial well-being.
- Pediatric oncology-hematology clinics require specialized support systems to address the holistic needs of young patients.
- Maintaining educational continuity is crucial for children undergoing long-term medical treatments.
Purpose of the Study:
- To explore the experiences of school-aged children within hospital classrooms during treatment at a Turkish pediatric oncology-hematology clinic.
- To understand how hospital classrooms contribute to children's adaptation and learning during hospitalization.
Main Methods:
- Qualitative study employing in-depth interviews with 17 hospitalized children.
- Data collection utilized a Semi-Structured Interview Form focusing on assignment completion during hospitalization.
- Interviews were audio-recorded with informed consent from children and parents.
Main Results:
- Three primary themes emerged: Learning, Maintaining Normalcy, and Expectations.
- Nine subthemes were identified, including teacher interaction, learning continuation, play-based learning, emotional well-being, routine maintenance, peer interaction, school-teacher communication, physical activity, and technology access.
- Children's engagement with hospital classroom activities was a key finding.
Conclusions:
- Hospital classrooms play a vital role in enhancing children's adaptation to the hospital environment.
- These settings are instrumental in ensuring the continuation of schooling and learning for hospitalized children.
- Pediatric nurses can leverage hospital classrooms to ease the adaptation process for children with prolonged or frequent hospital stays, such as those with chronic diseases or pediatric cancer.
Purpose:
In this study, it was aimed to examine the hospital classroom experiences of school-age children who received treatment and care at a pediatric oncology-hematology clinic in Turkey.
Methods:
The study was conducted using the in-depth interview method with the participation of 17 children who were hospitalized in the pediatric oncology-hematology clinic of a research and training hospital in the Ankara province of Turkey. The data were collected using a "Semi-Structured Interview Form". The interviews started with the question "How do you perform the assignments given by your teacher while you are hospitalized?", and the interviews were recorded as audio with the consent of the children and their parents.
Results:
As a result of the interviews, three main themes, (1) Learning, (2) Maintaining normalcy, and (3) Expectations, and 9 subthemes (teacher, continuation of learning, learning through play, feeling good, continuation of routines, peer interaction, communication with the school-teacher, basic sport activity, and tablet/internet access) were generated from the data.
Conclusions:
Hospital classrooms had a significant role in increasing the children's adaptation to hospital conditions and ensuring the continuation of school/learning.
Practice Implications:
Pediatric nurses can refer children with long and repeated hospitalizations (e.g., pediatric oncology patients and children with chronic diseases) to hospital classrooms. Thus, children can adapt more easily to the procedures performed in the hospital.
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