Hurtubise Karen, Carpenter Christine
a Faculté de Médecine et Sciences de la Santé, Université de Sherbrooke , Sherbrooke , QC , Canada.
b Department of Physiotherapy , Faculty of Health and Life Sciences, Coventry University , Coventry , UK.
Phys Occup Ther Pediatr. 2017 Oct 20;37(5):471-484. doi: 10.1080/01942638.2017.1280872. Epub 2017 Mar 15.
To better understand the learning experiences of parents of children with developmental disabilities and the strategies they develop to support their caregiving role.
A qualitative secondary analysis of in-depth interviews with parents of children with developmental disability was conducted to better understand parents' learning experiences and the strategies they developed to use this learning in supporting their children. A foundational thematic analysis process was used to identify the main themes, and the interpretive process was influenced by adult education theories.
Findings suggest that participants are highly motivated to learn by a need to understand, to do, and to belong. They also demonstrated varying levels of cognitive, affective, and psychomotor learning. Learning style preferences are evident in participants' narratives and in their self-reported learning strategies.
Conceptualizing parents, as adult learners, can be helpful in designing clinical interactions and education initiatives. Knowledge of adult learning principles may enable pediatric therapists to better meet the needs of parents and fulfill their information sharing responsibilities.
为了更好地理解发育障碍儿童家长的学习经历以及他们为支持其照顾角色而制定的策略。
对发育障碍儿童家长的深入访谈进行定性二次分析，以更好地理解家长的学习经历以及他们为利用这些学习来支持孩子而制定的策略。采用基础主题分析过程来确定主要主题，解释过程受成人教育理论影响。
研究结果表明，参与者因理解、行动和归属的需求而有很强的学习动力。他们还表现出不同程度的认知、情感和心理运动学习。学习风格偏好明显体现在参与者的叙述和他们自我报告的学习策略中。
将家长概念化为成人学习者，有助于设计临床互动和教育举措。了解成人学习原则可能使儿科治疗师更好地满足家长的需求并履行其信息共享责任。
