Applied Psychology and Human Development, University of Toronto, Toronto, Ontario, Canada
Applied Psychology and Human Development, University of Toronto, Toronto, Ontario, Canada.
BMJ Open. 2021 Oct 25;11(10):e052493. doi: 10.1136/bmjopen-2021-052493.
Schools play a significant role in children's social, emotional and intellectual well-being. For children with medical complexity (CMC) and chronic disease diagnoses (CDD), an absence from school due to prolonged hospitalisation places them at risk for greater social exclusion and poorer academic outcomes than their healthy counterparts. Processes that support the school reintegration of children with complex and chronic medical conditions currently lack consistency and identified evidence-based practices. This scoping review aims to integrate the relevant literature on current reintegration procedures as well as assess stakeholders' perceived challenges related to children with CMC and CDD's return to school following hospitalisation. Finally, information will be synthesised regarding parental and child involvement in reintegration strategies.
The current scoping review follows the five-stage framework proposed by Arksey and O'Malley (2005). The search syntax will be applied in Medline, Web of Science, PsycInfo, Education Resource, ERIC, CINAHL and SocIndex. Peer-reviewed journal articles will be included without the restriction of publication year or language. However, only children and adolescents aged 4-18 with CMC and CDD, who have been out of school for 2 weeks or more and reintegrated into a non-hospital school setting will be included. Articles will be screened by two authors based on the outlined eligibility criteria. Data will be summarised qualitatively and where applicable, visualisation techniques such as tables, graphs and figures will be implemented to address approaches, strategies and outcomes related to reintegration to school following hospitalisation.
The current study comprises available publications and does not collect primary data. For this reason, ethics approval is not necessary. The results of this scoping review will be prepared and submitted for publication in a peer-reviewed journal and presented at future conferences to key stakeholders focusing on educational accessibility and inclusion.
学校在儿童的社会、情感和智力发展方面发挥着重要作用。对于患有复杂疾病（CMC）和慢性疾病诊断（CDD）的儿童来说，由于长期住院而缺课会使他们面临更大的社会排斥和较差的学业成绩风险，与健康儿童相比。目前，支持患有复杂和慢性疾病的儿童重返学校的过程缺乏一致性和已确定的循证实践。本范围综述旨在整合有关当前重新融合程序的相关文献，并评估利益相关者对患有复杂和慢性疾病的儿童在住院后重返学校所面临的挑战的看法。最后，将综合有关父母和儿童参与重新融合策略的信息。
本范围综述遵循 Arksey 和 O'Malley（2005 年）提出的五个阶段框架。将在 Medline、Web of Science、PsycInfo、教育资源、ERIC、CINAHL 和 SocIndex 中应用搜索语法。将包括同行评审的期刊文章，而不受出版年份或语言的限制。然而，只有患有 CMC 和 CDD 的 4-18 岁儿童和青少年，且已经缺课 2 周或更长时间并重新融入非医院学校环境的儿童和青少年才会被纳入。文章将由两位作者根据规定的资格标准进行筛选。数据将进行定性总结，在适用的情况下，将实施可视化技术（如表格、图形和图表），以解决与住院后重返学校相关的方法、策略和结果。
本研究包括现有出版物，不收集原始数据。因此，不需要伦理批准。本范围综述的结果将准备并提交给同行评审期刊发表，并在未来的会议上向关注教育可及性和包容性的主要利益相关者展示。
