Nova Cristina, Vegni Elena, Moja Egidio Aldo
Department of Medicine Surgery and Dentistry, San Paolo Hospital, Medical School of Milan, Via Di Rudini 8, I-20142 Milan, Italy.
Patient Educ Couns. 2005 Sep;58(3):327-33. doi: 10.1016/j.pec.2005.02.007.
The aim of the present study was to explore (1) how and with which specificity the young patient contributes to the visit; (2) the communicative-relational manner with which adults handle the child's interventions.
Ten videoed visits with patients aged 2-6 years were selected. A content and discourse analysis was realized.
Results showed three macro-categories that seem to fully describe the young patient interventions: (1) The subjective experience regarding the illness; (2) The child's own learning process; (3) The child's medical knowledge. These contributions seem to be handled by the adults in processes that may or may not integrate the patient contributions.
Results confirmed the quantitatively limited child's contribution, but they also showed an active child, who communicates with the adults about the subjective experience of the visit or the illness, and who autonomously handle the learning process about the roles in the visit.
Physicians should improve their communication skills to integrate the child's interventions.
本研究的目的是探讨：（1）年幼患者如何以及以何种特定方式对就诊做出贡献；（2）成人处理儿童干预措施的沟通关系方式。
选取了10次对2至6岁患者的就诊视频。进行了内容和话语分析。
结果显示了三个宏观类别，似乎能全面描述年幼患者的干预措施：（1）关于疾病的主观体验；（2）儿童自身的学习过程；（3）儿童的医学知识。成人在处理这些贡献时，可能会也可能不会整合患者的贡献。
结果证实了儿童贡献在数量上有限，但也显示出一个积极的儿童，他会与成人交流就诊或疾病的主观体验，并自主处理在就诊中关于角色的学习过程。
医生应提高沟通技巧，以整合儿童的干预措施。
